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Title: Augsburg Echo January 27, 2006
Collection: The Augsburg Echo Collection

Title: Paul Pribbenow Inauguration Program
Collection: Augsburg Histories

Title: Augsburg College Undergraduate Catalog, 2002-2004
Collection: Course Catalogs
Search Result: 8 Augsburg College Catalo! 2002-2004 AUGSBUR C O L L E G E OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 221 1 Riverside Avenue Minneapolis, M N 55454 (61 2) 330-1000 This catalog should answer most questions students have about Augsburg College and i t s curriculum. Although information was c...
Show more 8 Augsburg College Catalo! 2002-2004 AUGSBUR C O L L E G E OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 221 1 Riverside Avenue Minneapolis, M N 55454 (61 2) 330-1000 This catalog should answer most questions students have about Augsburg College and i t s curriculum. Although information was current at the time of publication, it i s subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the college, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2002 n ureeuriy from the President I hope you are looking at this catalog because you've enrolled at Augsburg College. If so, welcome! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a clariifylng definition of the vocation to which you feel called, and a confident satisfaction that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you're dipping into this volume to find out about Augsburg College and the education it offers, welcome to these pages! May E they convey the fundamental character of our 6 mission: to provide an education especially serviceable in the contemporary world because it has been designed in the midst of and in full contact with the critical social, economic, religious, and political phenomena of the modern city. This education, however practical and professional, will be serviceable over the long haul only to the degree that it respects and pursues certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is offered for the sake of improving both its students and the world itself. O -? - Y h h The study you are undertaking at Augsburcjor thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupiedwith your welfare and the emergence and refinement of your vocational plans. As you join the enterprise, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and from which new destinations are reachable. Bon voyage! Sincerely yours, , William V. ~ r a h e President I1 " I .I Academic Calendar - 4 7 ] Directory - 8 I. ' Introducing Augsburg - 9 ,L: I' I 1 I I / . . - Undergraduate Admissions 19 Day Program - 20 Weekend College - 21 Financing Your Education - 25 Student Life - 41 I Academic Information - 53 lepartments and Programs - 89 Includes majors, minors, and course descriptions I College Information - 279 Board of Regents - 280 ELCA, Education Division - 281 Faculty and Administration- 282 Faculty Emeriti - 298 Maps - 301, 302 I Index - 304 For dates referring to academic registration deadlines, please reference the ACTC newspaper. Fall Term 2002 Summer....................................... F a n registration Sept. 1-3ISun.-Tues. .................... New student orientation Sept. 4lWed. ................................Upper-class validation Sept. 4lWed. ................................ Classes begin Oct. 25/Fri. ............................... Mid-term break (one day only) Nov. 18-Dec. 6lMon.-Fri. ............Spring term registration Nov. 28Rhurs. ............................Thanksgiving recess begins Dec. 2Mon. ................................Classes resume Dec. 13/Fri. ..................................Classes end Dec. 16-19lMon.-Thurs. ..............Final exams Spring Term 2003 Jan. 13lMon. ................................Classes begin Jan. 2OlMon. ................................ Martin Luther King Day-no classes Mar. 3/Mon. .............................. Mid-term break begins Mar. 10lMon. ...............................Classes resume Apr. 18/Fri. ..................................Easter break Apr. 2 1lMon.................................Classes resume Apr. 7-18lMon.-Fri. .....................Early registration for fall Apr. 25/Fri. ..................................Classes end Apr. 28-May 1lMon.-Thurs. .......Final exams May 41Sun. ...................................BaccalaureatdCommencement Tentative--consult the 2003-2004 ACTC class schedule or Augsburg Registrat's Office for changes and for academic registration deadlines Fall Term 2003 Summer........................................F a registration Aug. 31-Sept. USun.-Tues. .........New student orientation Sept. 31Wed. ................................. Upper-class validation Sept. 3Mred. ................................. Classes begin Oct. 24/Fri. .................................Mid-term break (one day only) Nov. 17-Dec. 5/Mon.-Fri. ............Spring term registration Nov. 271Thurs. .............................Thanksgiving recess begins Dec. l/Mon. .................................Classes resume Dec. 1UFri. .................................. Classes end Dec. 15-18Mon.-Thurs. ..............Final exams Spring Term 2004 Jan. 1UMon. ................................Classes begin Jan. 19Mon. .............................. Martin Luther King Day-no classes Mar. l/Mon. .................................M i d - t e a r break begins Mar. 8/Mon. .................................Classes resume Early registration for fall Apr. 5-16/Mon.-Fri. ..................... Apr. 23/Fri. ..................................Classes end Apr. 26-29Mon.-Thurs. ............. Final exams May 2/Sun. ................................... BaccalaureatdCommencement Fall Term 2002 June 10 ........................................Registration begins* Aug. 9 .......................................... Remote registration ends (must register in person after this date) ...... Last day to add class, last day to drop a class without Sept. 13 ............................. notation on record Last day to change grade option or withdraw from class Oct. 21 ........................................ Class weekends: Sept. 6-8, Sept. 20-22, Oct. 4-6, Oct 18-20, Nov. 1-3, Nov. 15-17, Nov. 22-24, Dec. 6-8 Winter Term 2003 Nov. 4 .......................................... Registration begins* Nov. 29 ........................................Remote registration ends (must register in person after this date) Last day to add class, last day to drop a class without Jan. 17 ....................................... notation on record Last day to change grade option or withdraw from class Feb. 17 ...................................... Class weekends: Jan. 10-12,Jan. 24-26, Jan. 31-Feb. 2, Feb. 14-16, Feb. 21-23, Mar. 7-9, Mar. 21-23, Apr. 4-6 Spring Term 2003 Feb. 17 ........................................ Registration begins* Mar. 14 ..................................... .Jemote registration ends (must register in person after this date) Apr. 18 ........................................Last day to add class, last day to drop a class without notation on record May 18 ........................................Last day to change grade option or withdraw from class Class weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-June 1, June 13-15,June 27-29 *Questions related to course selection or degree completion should be reviewed with your faculty adviser a week or two prior to registration. Tentative--consult the 2003-2004 Weekend College class schedule or Weekend College program office for changes Fall Term 2003 Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16, Nov. 21-23, Dec. 5-7 Winter Term 2004 Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14, Mar. 26-28, Apr. 2-4 Spring Term 2004 Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13, June 25-27 Area Code 612 Access Center ............................................................................................................. .330-1749 Academic Advising..................................................................................................... .330- 1025 Academic Enrichment ............................................................................................... ..330.1165 Academic and Learning Services ................................................................................ 330-1024 Undergraduate Admissions ....................................................................................... ..330-1001 Toll-free number ....................................................................................... 1-800-788-5678 AlumniParent Relations ........................................................................................... 3 3 0 1178 Toll-free number ...................................................................................... -1-800-260-6590 Athletics ..................................................................................................................... .330-1249 Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053 Center for Service, Work, and Learning .................................................................... 330-1162 College PastorICampus Ministry ................................................................................ 330-1732 Public Relations & Communication .......................................................................... 330-1180 ............................... ConferenceEvents Coordinator ....................................... . . . .330. 1107 Development (financial gifts to the College) ............................................................. 330-1613 Toll-free number .............................................................................. 1-800-273-0617 Enrollment Center .................................................................................................... .330-1046 Facilities Management ................................ .... .......................................................... 330-1104 Financial Aid (scholarships and other aid) ................................................................ 330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 .................................................................................................................. 330-1649 Fax .............................................................. .330-1628 Graduate Programs ................................... , Human Resources ...................................................................................................... .330-1058 Lost and Found .......................................................................................................... .330-1000 President's Office ........................................................................................................ .330-1212 Registrar ...................................................................................................................... 330-1036 Residence Life (Housing)....................................................................................... 3 3 0 - 1 109 Rochester Program ............................................................................................... 507-289-6142 Student Activities ........................................................................................................ 330-1111 .................................................................................................. Student Government .330.11 10 Summer Session ........................................................................................................ .330- 1046 TRIOIStudent Support Services ................................................................................. .330-13 11 Weekend College ........................................................................................................ Mailing Address: 22 11 Riverside Avenue Minneapolis. MN 55454 Web Site: www.augsburg.edu 330-1101 I r - . - 'I, L 4 I - -- 1 1 ..I I I .I ,.; - I 1 1 I - - - - - - About Augsburg - 10 I Weekend College - 12 r - - II I . - L 'Ih I - -- Rochester Program - 13 >' - - Campus Location - 14 C - . , Facilities and Housing - 14 Youth and Family Institute - 16 Associated Support Organizations - 1 Policies - 17 Accreditation and Memberships - 17 A t Augsburg - - College, we believe that the college experience should be a time of - exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is your best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Upon graduation, you 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. Selection from over 50 majors Augsburg offers more than 50 major* or you can create your own major either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Through the Weekend College Program, 17 majors are offered. Emphasis on values, perspectives, experience, and skills The heart of an Augsburg education is the Augsburg curriculum-the College's general education program, which structures your liberal arts studies through challenging and thought-provoking courses requiring students to consider important issues and examine values questions. These Liberal Arts Perspectives include Western Heritage, Intercultural Awareness, Human Identity, the Social World, Christian Faith, The City Aesthetics, and the Natural World. At the same time, courses across all disciplines stress the skills that will serve you for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: "To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community" A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. - About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college depaments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876- 1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity This change made Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bemhard 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 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the serninary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission 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. 12 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William V Frame became president in August 1997. Under his leadership, the college has 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. In 1999, a new apament-style student residence opened. Major renovation of Sverdrup Hall created space for the Enrollment Center, h e Women's Resource Center, and the Honors Program Suite. A skyway link connects Sverdrup Hall to Lindell Library. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in social work, leadership, nursing, physician assistant studies, and education. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. - About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with more than 1,000 students enrolled each term and 17 majors, Augsburg's Weekend College is the largest program of this type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratoly sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening or weekend schedule, making them accessible to working adults. There are three trimesters in each academic year, following the same schedule as the Weekend College program. 14 About Augsburg Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to have an individual e-mail address and have access to the Intemet to facilitate the use of technology in the learning and communication process. Further information may be obtained from the Rochester program website at <www.augsburg.edu/rochester> or by calling the Weekend College Admissions Office at 612-330-1101. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunneVrarnp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall,Murphy Place, Lindell Libra~yand the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Office of Undergraduate Admissions-The central Office of Undergraduate Admissions is located at 628 2lst Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. Weekend College admissions counselors are located at 624 2lst Avenue South. Anderson Hall (1993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies, the Master of Arts in Leadership program, and the Youth and Family Institute. Edor Nelson Field-The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. East Hall-Houses the Minnesota Minority Education Partnership (MMEP), the Fond du Lac Tribal College Center, and the Education and Housing Equity Project at 2429 S. Eighth Street. -- About Augsburg 1s Foss, Lobeck, Miles Center for Worship, Drama and Communication (1988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center's lower level is home to the Academic Enrichment Office, which includes the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory; and the Center for Learning and Adaptive Student Services (CLASS) program. The JeroyC. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with its Office of Alumni and Parent Relations, is located in Smilqs Point, 2200 Riverside Ave. Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community The JamesC. Lindell Family Library (1 997)-This library and information technology center houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 2lst Avenues, and by Riverside Avenue and Seventh St. 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 fitness center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1 973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)Murphy Place is home to the three of the four components of the Office of International Programs- Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color -American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and HispanicLatino Student Services. Music Hall (1 978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. New Hall (1 999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1 900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, and various other program offices. In 1960 the - 16 About Augsburg Lisa Odland Observatory on the roof was completed. Srniley's Point (2000)-The Smiley's Point building on Riverside Avenue, once a favorite ice-cream parlor for Augsburg students, now houses the Institutional Advancement and Community Relations division, including the Development, Alumni and Parent Relations, and Public Relations and Communication offices. Sverdrup Hall (1955)-Named in honor of Augsburg's fourth president, it contains the Enrollment Center and the Academic Advising Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1 967)-Named in honor of Mr. and Mrs. Andrew Umess, this tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. YOUTH & FAMILY INSTITUTE OF AUGSBURG COLLEGE Acknowledging that faith is formed through personal, trusted relationships, often in the home, the Institute provides consultation, resources, workshops, conferences and seminars designed to equip parents and families, lay professionals and clergy for nurturing faith. The Youth and Family Institute also supports the undergraduate major in youth and family ministry at Augsburg College by developing coursework and teaching courses when requested. ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of the Third Age-In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (MMEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. - About Augsburg 17 POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, (612) 330-1023. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Council on Social Work Education (B.S.W. and M.S.W.) National Association for Music Therapy, Inc. National League for Nursing Committee for Accreditation of Allied Health Programs (Master of Science Physican Assistant Studies) Augsburg College is an institutional member of the: National Association of Schools of Music (NASM) Council of Independent Colleges (CIC) American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.org> Location-Augsburg College was founded in 1869 in Marshall, WE. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 8 percent represent other Protestant denominations, and 17 percent represent the Roman Catholic Church. Accreditation-The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for Accreditation of Teacher Education, Committee for Accreditation of Allied Health Educational Programs. Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. Enrollment (Fall 2001-2002)-2,964 students from 39 countries. Graduates-18,000 undergraduates from 1870 through August 2001. Student/Faculty Ratio-15 to 1. Undergraduate class size averages 15-20. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility-Augsburg is now one of the most accessible campuses in the region. A skyway/tunneVelevatorsystem provides access to 10 major buildings without going outside. Degrees Granted-B.A., M.A., M.S., M.S.W. B.S., B.M., Financial Aid-Over 80 percent of the students receive some form of financial aid from the College and many other sources. L i b r a r y a v e r 175,000 items, direct access to over 1,300,000 though CLlC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year-Two semesters from September to May, and two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Programtrimesters, September to June. Major+More departments. than 50 majors in 23 Off-Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consomum for Urban Affairs (HECUA), International Partners, Upper Midwest Association of Intercultural Education (UMAIE) , and extensive cooperative education and internship programs. Athletic AffiliatiowMinnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. Policy-Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. For Day Program FIreshmen Karl,, -dmission A, of Freshmen - 21 For Weekend College - 21 For Transfer Students - 22 For Former Students - 23 For Special Students - 23 (Non-Degree) . For International Students - 24 A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. . 2 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. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.-612-330-1001 or toll-free 1-800-788-5678. We'll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the comer of Seventh Street and 21st Avenue South in Minneapolis. (Please call ahead.) For Weekend College Admission information. call 612-330-1 101. DAY PROGRAM FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. You may apply online at <www.augsburg.edu/dayad/>. T r a n s c r i p t s A n official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institution should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test Scores-Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations-Two letters of academic recommendation are required. References may use the Augsburg recommendation form in lieu of writing a letter. If the applicant has been out of school for some time, the form or letter may be completed by a supervisor, employer, or other person for whom the applicant works. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. I - Undergraduate Admissions 21 On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recomrnendation, 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 Decisiow Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* tuition deposit to the Office of Undergraduate Admissions within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $loo* tuition deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. You may apply online at <www.augsburg.edu/wecad/>. Transcripts-Have official transcripts from all previous postsecondary institutions sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with 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. - 22 Undergraduate Admissions Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ALL TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 32 credits required for a baccalaureate degree. These courses can, however, be used to meet liberal arts and major requirements. A cumulative grade point average (GPA) of 2.5 (on a 4.0 scale) or better is required on previous college work for admission to the College. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s). Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State University and College System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 2. All Augsburg general education requirements will be waived except: The City Perspective Two courses in Christian Faith (any two areas) The language requirement as stated One course that meets the Quantitative Reasoning Graduation Skill requirement - Undergraduate Admissions 23 One graduation skill writing course in the major College algebra or Math Placement Group 3 One lifetime sport 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. - 24 Undergraduate Admissions 7 INTERNATIONAL STUDENTS Augsburg welcomes students from countries around the world. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and information on the application procedure. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free), or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA Day Program costs Tuition and Fees - 26 Room and Board - 26 Other Special Fees - 26 Deposits - 27 weekend College Costs - 27 Payments - 28 Financial Policies Refunds - 28 Financial Aid How and When to Apply - 30 Kinds of Aid Academic and Achievement Scholarships - 31 Leadership, Service, and Performance Scholarships - 32 Gift Assistance - 33 Loan Assistance - 34 Student Employment - 35 Sponsored Scholarships - 35 that course. A, 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. Audit Fee (for part-time students) per course................................4 However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. ....................4 Full-time students may audit a course without charge. Room Rent (includes telephone and basic service) DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$17,825 This rate applies to all full-time students attending in September 2002. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,100 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for 2,900 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2002-03 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 680 ..................$ 2,790 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 2,710 ....................$ Student Activity Fee ................$ 2,470 Flex 5 point plan 150 ACTC Bus (full-time students only) ..................$ 18 Information Technology Fee ..$ 200 OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 75 Late Registration ..............................$ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Music Therapy Internship (one-half course credit) ............. $ 650 - - Financial Information 27 Overload Fee (per course credit over 4.5, Day and WECRochesterNnited combined) ..................................$2,100 Private Music Lessons, per semester (14 lessons) ...................$350 Student Teaching (per course for full-time students) ................ ..$ 75 Student Teaching (per course for part-time students) .................$I50 Study Abroad (in approved non-Augsburg programs) .............$250 Fees Payable by CheckICash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 50 Student Parking Lot Permit - c a r ........................................$ 108 -motorcycle ..............................$ 60 Transcript Fee Regular service ............................$ 5 7 Next day ......................................$ On demand .................................$ 10 Special Examinations, Cap & Gown Costs (Schedule on file in registrar's ofice) BOOKS AND SUPPLIES These costs are estimated to average $100 per course. DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after acceptance. The enrollment deposit is credited to the students' account only upon graduation or withdrawal. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a conmact to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Application Fee (payable once, non-refundable) ........................ $ 25 Tuition (per course) .........................$1,360 Tuition (per summer course 2002) ..$1,250 Activity Fee (per trimester) .............$ 9.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 680 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 130 Nursing Clinical Fee ....................... .$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service ............................$ 5 Next day .....................................$ 7 On demand .................................$ 10 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 - 7 28 Financial Information PAYMENTS-DAY PROGRAM . Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options-Day Program(1) Semester payments, due August 15 and January 15 as billed; (2) Payment PlanUpon application and after College approval, a three-month plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Payment Plan-Upon application and after College approval, a three-month plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 50 days after the last day of the term. Students on this plan must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a potion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Leave of Absence/Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing conmact and/or the appropriate tuition refund schedule. - Financial Information 29 Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refund Amount Wnd Period 100% Through the first 10 days of classes (less $100 administrative fee) 90% From the 1l t h day through the 15th day of classes 80% From the 16th day through the 20th day of classes 70% From the 21st day through the 25th day of classes 60% From the 26th day through the 30th day of classes 50% From the 31st day of classes through the midpoint of the term. Augsburg Weekend College Program Refund Policy: This policy applies to new and returning Weekend College students who drop a portion of their scheduled course load. It also applies to students who completely withdraw from college and do not receive financial aid. Refund Amount 100% Refund Period Through the Friday following the first class weekend (less a $100 administrative fee if withdrawing from the current term entirely) 80% Through the Friday following the second scheduled class meeting 60% Through the Friday following the third scheduled class meeting 40% Through the Friday following the fourth scheduled class meeting. No refund after the fourth scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Rochester Program and United Hospital Program Refund Policy: See the published refund schedule for your program. Federal Return of Funds Policy: This policy applies to students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. 30 Financial Information The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. Requests for medical refunds should be made through the Financial Petition Committee. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Dean's Office in Chnstensen Center. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2001-2002 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. - Financial laormation 31 HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at www.fafsa.ed.gov. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the Augsburg Financial Aid Application and submit it to the Enrollment Center. 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2001 to be considered for financial aid for 20022003). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility SubsiclizedAJnsubsidized Federal Stafford loan application Students complete and return one copy of their award letter to the Enrollment Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. Academic and Achievement Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must be in the top 15 percent of high school rank and top 20 percent ACT/SAT score. Separate applications are required. The application deadline is February 15. 32 Financial Information Regents' Scholarship-The Regents' Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1. Selection is based on high school GPA and national test scores. Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1. Legacy Scholarship-These scholarships provide tuition benefits to full-time day students who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors; or children, grandchildren, or spouses of long-term Augsburg employees. Deadline: May 1. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA and 84 minimum quarter (56 semester) credits from a community college. A separate application is required by April 1. Science ScholarshipThese scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Deadline: May 1. Youth and Family Ministry Partner ScholarshipThese scholarships are awarded by the partner congregation to a full-time Augsburg student who is majoring in youth and family ministry. Deadline: May 1. Augsburg AmeriCorps ScholarshipThese scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Leadership, Service, and Performance Scholarships M. Anita Hawthorne Leadership ScholarshipRecognizes incoming freshmen and transfer African American students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Deadline: June 1. Bonnie Wallace Leadership ScholarshipRecognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Deadline: June 1. ASIA-Recognizes incoming freshmen and transfer Asian American students with a demonstrated record of and/or potential for leadership. Limited to full-time day students. Deadline: June 1. HispanicILatino Leadership ScholarshipRecognizes incoming freshmen and transfer Hispanichtino students with a demonstrated record of andlor potential for leadership. Limited to fulltime day students. Deadline: June 1. PRIME Scholarship-This is a cooperative program in which Augsburg matches scholarships with Lutheran congregations. Separate application is required by August 1. Church funds must amve at Augsburg by October 1. Performing Arts ScholarshipAwarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 15. -- Financial Information 33 Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook and career plans show promise of contributing to the cause of peace. Separate application is required by February 15. Community a n d Public Service ScholarshipAwarded to incoming freshmen and transfer students who have a demonstrated commitment to public and community service. Separate application is required by February 15. Lutheran Leader ScholarshipAwarded to incoming freshmen in the top 30 percent of their high school rank or ACT1 SAT test score who have demonstrated leadership within their Lutheran congregation and have the recommendation of their pastor. A separate application is required by February 15. NASA ScholarshipAwarded to freshmen (only) who have excelled in the areas of science, mathematics, and technology and who have demonstrated a high potential in careers related to aerospace science, technology, and allied fields. Aid Association f o r Lutherans1 Lutheran Brotherhood-Awarded on financial need, participation in the Lutheran church and available funds. Gift Assistance (Need-Based) Augsburg Tuition Grant-These awards are based on financial eligibility, academic record, and participation in extracurricular activities in school, community, and church. Minnesota State Scholarship and Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2002-03 is $4,000. Bureau of Indian Affairsnribal a n d State Indian Scholarship-Bureau of Indian Affairaribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian AffairslTribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program o r t o your local BIA, Tribal, or State Indian Education Office. 34 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. Interest is capped at 8.25%. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College Enrollment Center or the lending institution. -- Financial Information 35 The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education Services Office. Applications are available from the Enrollment Center at Augsburg. Undergraduate freshmen and sophomores may borrow up to $4,500 per year, juniors and seniors up to $6,000 year. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $500. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begin the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. *Indicates endowed scholarships 1 GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Kopp Investment Advisors Presidential Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships* 36 Financial Information Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Xcel Energy Scholarship Edward Yokie Memorial Scholarship* SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* David J. Formo Memorial Scholarship* The Grace Scholarship* David Gronner Memorial Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hoversten Peace Scholarship* ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Wells Fargo Scholarship CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship* C. A. L. and Esther J. E. Anderson Scholarship* Charles and Catherine Anderson Diversity Scholarship* Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship* Corinne and Herbert Chilstrom Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* Dave Hagert Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Lee Family Scholarship* - - Financial Information 37 Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Pastor Carl 0. and Edith W. Nelson Memorial Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Rev. Olaf Rogne Memorial Scholarship* Russel and Virginia Smith Scholarship* Roy C. and Jeanette Tollefson Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS American Indian Scholarship* Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* Kemdgehiueller American Indian Scholarship James M. Kingsley American Indian scholarshipL Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Harold B. and Laura M. Lanes Scholarship* Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* 38 Financial Information Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship* Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjornhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Pederson Samuelson Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. P. A. Sveeggen Memorial Scholarship* Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship* Paul Dahlen Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship* James P Pederson Memorial Scholarship* Stan Person Memorial Scholarship* History Rev. and Mrs. 0.J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bernhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics Floyd V. and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs* - Financial Information 33 Modern Languages Emil M. Fossan Modem Language Scholarship* Mary E. (Mimi) Johnson Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Beth Halverson Violin Scholarship* Kay Halverson Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Heam Violin Scholarship* Hanwick Thanksgiving Scholarship* 0. I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Robert Karlen Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Catha Jones Memorial Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W. and Edith B. Norberg Scholarship* St. John's Lutheran Church-John Nonis Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship" Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarslup* Nursing Augsburg Nurses Alumni Association Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physician Assistant Alne Swensen Scholarship* Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship* W Financial Information Physics Floyd \! and Ruth M. Case Scholarship* Theodore J. Hanwick Physics Scholarship* Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Martin and Sylvia Sabo Scholarship* Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Joel and Mary Ann Elftmann Scholarship* Luthard 0 . Gjerde Scholarship* Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Elias P Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Iver and Marie Iverson Scholarship* Pastor George J. Kundson Memorial Scholarship* Rev. Arnold J. Melom Memorial Scholarship* Gerda Mortensen Memorial Scholarship* Onesimus Scholarship* Johan H. 0. Rodvik Memorial Scholarship* Ronholm Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Phyllis M. Baker Memorial Scholarship* Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo E Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Arts/Religion Scholarship* E We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Student Government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program will assist students in this journey by intentionally introducing vocational themes into the cumculum, cocumcular activities, service-learning experiences, and mentoring relationships at the college. Exploring Our Gifts also provides resources to encourage students to explore Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. for the kind and quality of life that reaches beyond their years at Augsburg. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; and the Augsburg Student Activities Council. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment, and visiting personalities in various fields. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. During 1999-2000, Augsburg men's and women's athletics marked the 75th anniversary of intercollegiate competition. Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, track and field, and golf. INTERCOLLEGIATE ATHLETICS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. FINE ARTS Student Life 43 The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges The Academic Skills Center, located in Room 18 of Foss Center, is designed to offer students study-skills assistance so that they may achieve academic success. The center assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient study skills. 1 ACADEMIC SKILLS CENTER Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 56. At Augsburg, sports are for the average student as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) SPORTS AND RECREATION 4 4 Student Life - The CLASS staff includes disability specialists who meet individually with students to provide them with general academic support services. This includes helping students to develop the learning strategies and organizationltime management skills needed to be successful at the college level Center for Learning and Adaptive Student Services (CLASS)-The Center for Learning and Adaptive Student Services (CLASS) Program serves approximately 200 students and is recognized as a leader in supporting college students with hidden disabilities. The CLASS Program exemplifies the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning, attentional, and psychiatric disabilities who demonstrate the ability and willingness to participate in college-level learning. SERVICES FOR STUDENTS WITH DISABILITIES The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software, as well as to review and prepare software for tests such as PPST, MCAT, LSAT, and GRE. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. for students to meet with tutors for content tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. *Individual meetings with the physical disabilities specialist on a regularly scheduled basis *Assistancewith organization and time management issues Access Center-The Access Center provides support and specialized services to students with documented physical disabilities. The goal of the Access Center is to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the educational experience at Augsburg College. Areas of assistance include but are not limited to: For more information, please contact the CLASS Program at 612-330-1053 to request a copy of the CLASS brochure andfor to schedule an appointment with a specialist. The Groves Computer Lab is designed for students with disabilities and contains computers and adaptive equipment to assist them in their academic progress. This level of individualized, academic support is possible through an endowment from the Gage family, which allows the CLASS Program to provide specialized services to its students, especially those with learning disabilities. and to acquire and refine self-advocacy skills. During the semester, specialists meet with students and take an active role to assist them with advising and registration for courses. Specialists also meet individually with students to review their documentation and determine appropriate academic accommodations. The accommodations specialist coordinates testing accommodations, note taking services, taped textbooks, adaptive technology (such as dictation and voice recognition software, book scanning software) and provides general computer assistance. For more information, please contact the Access Center at 612-330-1749. Through a system of skyways and tunnels, the majority of the Augsburg campus is accessible to those with mobility impairments ensuring access regardless of the weather. There are a variety of modified and fully accessible rooms available in the residence halls. The Access Center also provides academic accommodations for students. These include providing note takers, taped texts, typing of papers, sign language interpreters, and adaptive physical education courses. Adaptive technologies available through the center include Braille translating software, a Braille printer, CCTY TTY, Jaws, and speech recognition software. *Academic advising and registration -Housing assistance *Advocacywith faculty and staff *Assistancewith community support services and other non-academic issues McNair Scholars Program-The McNair Scholars Program is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments TRIO programs are federal grant programs, funded by the U.S. Department of Education, which seek to help students overcome class, social, academic, and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO PROGRAMS - Student Life 45 *An intensive summer student-faculty research collaboration -An academic-year student-faculty teaching collaboration .Individual and group programs to assure student academic success, including preparation for the GRE *Social and cultural activities to enrich participants' academic perspectives *Opportunities for conference travel and professional presentation of students' original research *Assistancein identifying and applying to Ph.D. programs and seelung scholarships *Graduate school fairs, and aid to visit the schools you apply to *Financial aid exploration and fee waivers for grad school application, as well as McNair designated fellowships *Activities to improve study and testtaking skills, as well as research and library skills The major components of the Augsburg College McNair Scholars Program are: Students eligible to become McNair Scholars are sophomore, junior, and senior undergraduates currently enrolled at Augsburg, who exhibit strong academic potential, and who are 1) low income and first-generation college students, or 2) members of groups underrepresented in graduate education (i.e., BlacWAfrican American, Hispanic, or American IndianIAlaskan Native), or 3) individuals from other groups underrepresented in doctoral study (e.g., women in some areas of science, persons underrepresented in other disciplines). The Augsburg McNair program serves 18 students per year. of society and to encourage these students to consider becoming college professors. 46 Student Life - The mission of the StepUP Program at Augsburg College is threefold: (1) it strives to affirm the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing STEPUP PROGRAM Students may apply for SSS anytime after admission to Augsburg College. For more information, an application, or to make an appointment with an SSS adviser, please contact SSS program staff at 612-330-1311. *Individual academic advising and support *Financial aid counseling *Academic progress monitoring *Academic success workshops *Student leadership development *SociaVculturalstudent events *Summer Bridge program including summer term college coursework, seminars, and advising for a small group of incoming first-year students *Need-based scholarships for first and second year students participating in SSS Augsburg Student Support S e ~ c e s serves 160 students, including day and Weekend College Students. Components of the SSS program include: Student Support Services-Student Support Services (SSS) is a TRIO program designed to support students toward college retention and graduation. The program serves students who are low income, first generation college students (neither parent has a four-year degree), and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul Public School D i s ~ c t sintended , to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed Intertribal Student Union: ITSU serves as a peer support group for incoming and currently-enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. Other components of the program are: Assists with application process Helps students secure financial aid Nurtures students' identification as an American Indian Provides opportunities for students to learn about their heritage Provides opportunities for the campus community to learn about American Indian culture Provides academic advising and assists in the development of individual education plans The American Indian Student Services Program was established in 1978 to recruit and retain Inman students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg's policies, procedures and expectations. The program AMERICAN INDIAN STUDENT SERVICES study and living skills that support them in their academic progress toward a degree; and (3) it supports students in their commitment to sobriety. - The PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for students of Afrikan descent. This service The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called "One Day in May" when Augsburg hosted a series of interactive programs with the community As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAN-AFRIKAN STUDENT SERVICES 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. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The 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 t b all aspects of academic and student life. PAN-ASIAN STUDENT SERVICES as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one fifth of the loan will be forgiven. student Life 47 The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic1 Latino students and provide awareness of the unique aspects of Hispanic culture. Students find assistance in admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The HispanidLatino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. HISPANICILATINO STUDENT SERVICES The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors social and cultural activities that are open to all students. The PACPASU is located in 208- 209 Murphy Place. enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and is a clearinghouse for information regarding the Afnkan Diaspora and networks with the PanAfrikan community. Its motto is "Learning for all Afikan people, learning about all Afrikan people." 4 8 Student Life Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. Health Promotion Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Counseling CENTER FOR COUNSELING AND HEALTH PROMOTION Located on the lower level of Melby Hall, the Hoyt Messerer Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center. FITNESS CENTER AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! The College offers basic health care services to students through a contract with UFP -Smiley's Clinic. These services are limited. For students without health insurance, Smiley's Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley's Clinic. Students with health insurance can also access Smiley's Clinic for a variety of clinic or other health services. A student's health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. H HEALTH CLINIC SERVICES Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may purchase a student policy by contacting the Center for Counseling and Health Promotion for more information. HEALTH INSURANCE (Also see Study Opportunities Abroad on page 63 and Student Teaching Abroad on page 65.) The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. -Fulfilling duties of Designated School Official (DSO) for F-1 student visa program and Responsible Officer (RO) for J-1 studentlscholar exchange program -General advocacy for international students -Advising the International Student Organization *Facilitating intercultural skill building sessions for students, faculty, and staff -Celebrating diversity of cultures by increasing awareness of internationallintercultural issues Responsibilities of ISA include: The Director of International Student Advising advises international students on educational, personal, and immigration issues. Student Life 4 - Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. Living on campus offers many opportunities for learning, fun, and leadership. Research indicates that students living in residence halls earn higher grades and gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community, including dances, movie nights, coffee house concerts and weeks devoted to special themes or issues. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 900 students living on campus, most students and faculty greet each other by name. ;o Student Life New Hall-Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. Anderson Hall-Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, desks, and chairs. Mortensen Hall-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Urness Hall-All new students and some upper-class students live in Urness Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms are available. In order to secure housing, students are urged to make their enrollment deposit by June 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after June 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, grievances, and grade appeals. These are in the Student Guide. STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. MurphylsLocated on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Students on board plan who live in residence halls eat their meals in the Commons. FOOD SERVICE Special Interest Housing-Special Interest Housing is available to students who are interested in creating a livingllearning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, Preprofessional Health Association, CrossCultural House, and Step-UP Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 87 and in the Student Guide distributed annually to students. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT 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. Students should also routinely review the A-Mail, published bi-weekly on-line, and available in hard copy at locations throughout campus. OFFICIAL NOTICES Information on these policies is found in the Student Guide available from the Office of Academic and Learning Services. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. For inquiries or grievances in any of the following areas, contact the director of human resources, Ground Floor, Memorial Hall 19, 612-330-1023. DISCRIMINATION COMPLAINTS Complete information about Augsburg's procedures with regard to FERPA are available from the registrar's office. that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. All correspondence should be addressed to the Office of Human Resources at Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Office of Academic and Learning Services. Employment Title IX (for matters based on gender or marital status) Section 504 (for matters based on physical or mental handicap) Affirmative Action (for matters based on race, creed, national, or ethnic origin). - FERPA - 87 Four-Year Assurance Program - Evaluation and Grading - 79 Assessment of Previous Learn Program - 83 Academic Progress, Probatio and Dismissal - 85 Dean's List - 85 Graduation with Distinction Commencement - 86 General Education Curriculum - 72 Graduation Requirements - 72 Skills Components - 74 Liberal Arts Perspectives - 76 Quick Check Summary of Graduation Requirements - Academic Policies and Procedures - 69 Registration - 69 Crossover Registration - 71 Withdrawal from College - 72 8 Acadeniic Organil and lPrograms Divisions ana uepartments - 5 Majors and Minors - 56 Teaching Licensure - 60 Pre-ProfessionalPrograms - 60 Honors Program - 61 Inter-InstitutionalPrograms - 6; Study Abroad - 63 Center for Service, Work, and Learning - 66 Graduate Programs - 67 Other Programs - 69 General Information - 54 Degrees Offered - 54 Academic Calendar - 54 Faculty - 55 Library and Information Technology Services - 55 Academic Advising - 56 Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of science (in physician assistant studies), and the master of social work degrees. DECREES OFFERED Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Required courses in Christian Faith are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. A Augsburg graduate programs follow a trimester calendar. (See Graduate Programs on page 67.) Augsburg offers two summer school sessions. A maximum of four course credits (two per term) can be earned in the two five-week-long summer sessions. The Summer Session Catalog, published in the winter of each year, is dstributed to all students. Courses and majors offered through Weekend College are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for three and one-half to four hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 69 and Calendars on pages 4-7.) The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. ACADEMIC CALENDAR The James G. Lindell Family Library opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot facility houses all library and information technology functions of the College. In addition to the 175,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, cuniculum library, a computer lab and student computing Help Desk, library instruction classroom, and facilities for media viewing and listening. A skyway links the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment Center, as well as additional computer labs and multimedia classrooms, a lounge, and vending area. LIBRARY AND INFORMATION TECHNOLOGY SERVICES Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. 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. FACULTY Students have access to over 180 oncampus personal computer systems. There are desktop machines in two computer labs and five computer classrooms, as well as 80 laptops that can be checked out at the IT Service Center for use in the library. Other machines are available for student use within academic departments. A campus-wide network provides access to AugNet online services as well as support for printing and internet access. Appropriately equipped student-owned machines can also be connected to the network to provide access from dormitory room. Computing Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. lnformation Technology Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. Library Resources Academic lnformation 5 - All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, students are encouraged Academic Advising orients new day and Weekend College students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of general education requirements, administers entry-level skill assessments, interprets graduation requirements, provides degreeplanning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College. ACADEMIC ADVISING A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. Telecommunications Lindell Library provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The library supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. Media Resources 56 Academic Information The college encourages students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. MAJORS AND MINORS Professional Studies-Anne Kaufman (Chair). Education, health and physical education, music, nursing, social work. Social and Behavioral SciencesDiane Pike (Chair). Business administration, economics, history, political science, psychology, sociology. Natural Sciences and Mathematics-Joan Kunz (Chair). Biology, chemistry, mathematics, computer science, physics, physician assistant studies. Humanities-Martha Johnson (Chair). Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians. The College cumculum is offered by 23 departments that are grouped into four divisions for administrative and instructional purposes. DIVISIONS AND DEPARTMENTS to declare their major and select a faculty adviser by filling out a Major Declaration Form. All day students are required to meet with their academic adviser prior to registration. All students are encouraged to meet with their faculty adviser as often as is necessary. B. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals will be strengthened if an example of a similar major from another institution can be identified and compared with the student's proposal. In addition, students should consult with the Center for Senrice, Work, and Learning for additional information regarding career objectives. The proposal should A. A statement of learning goals and objectives. A student-designed major program proposal must include: Students may design their own major with the assistance and approval of three advisers and subsequent final approval by the Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student's proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Student-Designed Major course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. A. The major program should include at least two-thirds of the courses required in the normal major programs of two major fields offered at the College. Students wishing to develop a transdisciplinary major are to observe the following: Students wishing to develop their own major by combining appropriate portions of two majors may consider the transdisciplinary major. This major enables students to respond to a particular career interest. While such an individually developed major may satisfy the particular interest of a student, broad majors may not be suitable for those wishing to pursue graduate study or pre-professional programs in some academic fields. Transdisciplinary Majors Contract forms with additional information about the student-designed major approval process are available from the Enrollment Center. C. A description of the studentdesigned major capstone course (INS 488: at least .5 credit, P/N option), to be taken sometime during the senior year. The student should devise the capstone course in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study OR an honors project (to be approved by AAC). In addition, at least one of the advisers must specifically address the rationale for the proposed capstone course in his or her supporting letter, though approval of the self-designed major program by all advisers presumes their approval of the capstone course. provide information showing how the general education perspective and skill requirements are to be fulfilled. Academic Information 57 - - p v d by Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology Business Administration Economics/Business Administration Finance International Business Management Chemistry (B.A. or B.S.) Communication Communication Artskiterature (Teacher Licensure Major) General Communication Studies Mass Communication Rhetoric Organizational Communication public Relations and Advertising Marketing Communications Human Relations Supervisory Management Listings that are shaded are offered ough both the day program and ekend College. Weekend College choose a major offered in am if they wish. They may e as many courses as possible throug end College, then finish the major program student. A change of proram is allowed once each academic year. Philosophy Computational Philosophy Physical Education Physics (B.A. or B.S.) Solid State Physics (B.S.) Space Physics (B.S.) Mathematics Metro-Urban Studies Modern Languages French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies International Relations In trrnational Business Health Education - (licensure, WEC only) Elementary Education ~ t u d i B Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) A ~ ~ l i Economics ed East Asian Studies I rkt stnden* a d v i s a the departmnt &dfi of the two majors to be mm-, a d tk h m i r t t e on Student Smdfng. C Tht c u r i m m m r tse x a f h l s u r h f f a 3 p b m m r v Cmrrut FcÂ¶nsareamib&leinthtrtgbtrag~& muacr for mcb a mjm prtx to t k end B.Thcmadmsbnulddcagnand~a 58 Academic Information International Business International Relations ~eadershipStudies Linguistics Management Information Systems ist tory American Indian-S'idl'e's Art Architecture Art History Studio Art Biology Business ~dministration Chemistry ~ommunication Computer Science East Asian Studies Economics English Film Health Education mm Accounting Community Studies Crime and Community Cultural Anthropology Social Psychology Student-Designed Theatre Arts Dance and Theatre (Teacher Licensure Major) Transdisciplinary Women's Studies1 Soci~?ag SiFm w o r m Political Science Political Science/Economics (Teacher Licensure Major) Psychology Social Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies 1 -- ACTC Majors-It is possible for day students to complete other majors through the Associated Colleges of the Tivin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC 1 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginninglintermediatdadvanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. Mathematics Metro-Urban Studies Middle East Studies Modem Languages 1 French German Norwegian Spanish Music Music Business Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and fimily Ministry Sociology Social Ministries Social Welfare Russian, Central, and East European Area Studies Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy women's S t u d i i Academic Information 59 Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementarylmiddle school education with subject area specialties in one of the following: mathematics, science, communication artslliterature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this licensure obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle schooVhigh school fields: biology, chemistry, communication artslliterature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music (K-12), instrumental music (K-12), physical education (K- 12), and dancdtheatre with a theatre emphasis (K-12). This license prepares people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure Teaching Licensure OTHER STUDY PROGRAMS Weekend College is not part of the ACTC consortium, and Weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. 60 Academic Information - - Pre-Law-Students considering a career in law should examine the handbook published by the Association of Pre-Engineering-See engineering degree and major requirements on pages 144-145. Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113, 114,215; PHY 121, 122; CHM 115,116 (or 105, 106), 351,352; MAT 124; PSY 105. Requirements at other universities may vary. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising early in their freshman year to arrange for faculty advising prior to their first term at Augsburg. 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. Pre-Professional Programs Students seeking elementary licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. coursework. (See Department of Education and subject area departments for more information.) Pre-Seminary-A student may enter a theological seminary with any of several Pre-Pharmacy-Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114,215,476; CHM 115, 116 (or 105, 106), 351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Occupational Therapy, PrePhysician Assistant, a n d Pre-Physical Therapy-Coursework in preparation for these training programs should be discussed with a faculty member in the Department of Biology. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENG 111; CHM 115, 116 (or 105, 106); CHM 351,352; BIO 113, 114,215,367; MAT 145,146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476; CHM 361. American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. - The Honors Program at Augsburg was awarded a National Science Foundation Grant to establish an Honors Computing and Communications Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an honors version of CSC 160 Introduction to Computer Science and Communications, which establishes crisp computing and communications skills at the outset of their collegiate careers. Other courses in the program The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, but students may enter the program as late as the beginning of the junior year. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript. That notation provides an advantage for both employment and graduate school application. HONORS PROGRAM Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 1051106 or 115/116, CHM 3511352, BIO 113, BIO 114, BIO 215, BIO 355, BIO 369, BIO 476, PHY 121/122. Other non-science courses are also required. different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111, 221; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior andlor senior year. Academic Information 61 - - Associated Colleges of t h e Twin Cities (ACTC)-Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take a course each semester at one of the other campuses. This program is open to sophomores through seniors. Please reference the ACTC newspaper for more details. No additional fee is required for Library a n d Media CenterThrough CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. INTER-INSTITUTIONAL PROGRAMS Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct inquiries to Dr. Larry Crockett, director of the Honors Program, 612-330-1060. During the junior and senior years, students take four mini-seminars (one full course credit upon completion), one each semester, and participate in a six-week Monday Forum Program each term. Seniors take a senior seminar which satisfies a perspective requirement, and are required to complete an approved honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal that publishes outstanding student papers. make use of these computing skills in laboriented sequences exploring literature, writing, history, religion, philosophy, and social and natural science. 62 Academic Information Note: A maximum of one full Augsburg course credit of military science studies Naval ROTC-Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Army ROTC-Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Air Force ROTC-Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar's office. Higher Education Consortium for Urban Affairs ( H E C U A ~ - A U ~ Sin ~U~ cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Weekend College students may not participate in the ACTC consortium program. such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Study abroad is an integral part of several majors at Augsburg and will add an international dimension to any academic program. Courses abroad can fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Academic Requirements and Credit An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examine Scandinavian perspectives on world peace in Norway or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. OPPORTUNITIES FOR STUDY ABROAD may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other participants in a community house, spending several days in a rural setting, and several weeks living with host families. They also travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equiv- The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The Center for Global Education The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. Costs and Financial Aid The deadline for application is Oct. 15 for off-campus study during spring term and April 1 for off-campus study during fall and summer terms. All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. Eligibility and Application Academic Information 63 -- - - This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Course credit may be earned in Spanish, religion, history, and economics. Augsburg application deadline: April 1for fall, Oct. 15 for spring. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)-Fall or Spring This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, interdisciplinary studies, political science, and Spanish. Augsburg application deadline: April 1. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) Fall alent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) 64 Academic Information This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Afnca had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today's world, the challenges posed by under and unequal development, and the long-term project of decolonizing the mind. Credit is available in history, religion, political science, and Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) Spring This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Credit is available in Spanish, history, political science, and religion. Augsburg application deadline: Oct. 15. Social and Environmental Justice: Latin American Perspectives (Mexico)Spring This intensive program of travel and study is designed to introduce participants to the central issues facing southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Credit is available in history, religion, political science, and interdisciplinary studies. Augsburg application deadline: April 1. Multicultural Societies in Transition: Southern Africa Perspectives (Namibia)-Fall This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: April 1. Politics, Development and the City: Guatemala and Ecuador- Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. Scandinavian Urban Studies Term: Norway-Fall For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador, Ireland, or Guatemala. All programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships, and field trips. Higher Education Consortium for Urban Affairs (HECUA) interdisciplinary studies. Augsburg application deadline: Oct. 15. Selected education department students may participate in the International Student Teaching Abroad The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Application deadline: Oct. 15. Northern Ireland: Democracy and Social Change-Spring Through fieldwork and hands-on projects, students explore the impact of global development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba or another Latin American country. Augsburg application deadline: Oct. 15. Environment, Economy, and Community in Latin America: Guatemala and Cuba-Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadline: Oct. 15. Community Internships in Latin America: Ecuador-Fall Academic Information 6 - Service- and work-based experiential education opportunities are closely related to students' coursework, majors, andlor career interests. Learning opportunities may be in non-profit organizations, schools, government agencies, community- The Center for Service, Work, and Learning is a comprehensive center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in serviceand work-based learning experiences throughout their college years. The center encourages students to take advantage of Augsburg's metropolitan location through the highly successful servicelearning, internship, and career planning programs that link the College's academic programs to community organizations and businesses. THE CENTER FOR SERVICE, WORK, AND LEARNING May and summer courses to many parts of the world enable students to earn credit through short-term travel. Contact the Global Studies office for the most current list of programs. May/Summer Abroad Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners has student teaching options available in Norway. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher coordinator. 56 Academic Information An academic internship is a carefully planned, service- or work-based learning Academic Internships The service-learning program also works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. Augsburg's Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and community centers, or working with cultural and environmental groups. Community Service-Learning The Center for Service, Work, and Learning includes the following programs: The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. based organizations, small and mid-size companies, and large corporations. Cooperative Education is a non-credit transcript notation for paid work experiences related to a student's major or career objective. The goal is for students to apply theory to practice in a work setting. Job opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation (GST 009), set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises co-op transcript notation work experiences. Cooperative Education A maximum of four courses of internship may count toward the total courses required for the degree. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 79. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships are numbered 199 (see page 91). experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays. Augsburg College offers five graduate degree programs: the Master of Arts in Leadership, the Master of Social Work, Master of Arts in Nursing, Master of Arts in Education, and the Master of Science in Physician Assistant Studies. Catalogs for each degree program should be consulted for complete information. GRADUATE PROGRAMS Career services are available to all students. Seniors are especially encouraged to attend the annual private college job fair with recruiters representing business and the nonprofit and government sectors or the education job fair. Career Services is committed to assisting all students with choosing majors and making career and vocational decisions. This process is an important part of a student's development while attending college. To aid students in this process, Career Services provides students the opportunity to actively participate in personal and career assessments and one-on-one career counseling/plaming, assists students with internship and job search strategies, and connects students to campus, community and alumni resources. Career Services Academic Information 67 - Within the framework of a Christian liberal arts education, the Master of Arts in Nursing Program is designed to prepare nurses for advanced transcultural and community health nursing practice in a global community and across care settings, with particular emphasis on addressing health A dual degree (Master of Social Work and Master of Arts in Leadership for Mission) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The Master of Social Work (MSW) prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. I 58 Academic Information The Master of Science in Physician Assistant Studies (MSPAS) is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day The Master of Arts in Education (MAE) is a new program (starting Fall 2002) that offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: EBD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master's degree program. Students will complete their master's degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: EBD licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Weekend College Admissions office. For further information, contact the Education Department or the Weekend College Admissions office. disparities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. Classes meet on an every other week or one weekend a month basis in Rochester andlor Minneapolis, Minn. The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Cana&an/U.S.relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Canadian Program Contact the Office of Continuing Studies at 612-330-1628 for information about current and upcoming programs. New programs are developed through collaborations between academic and college departments that include Youth and Family Institute, Social Work, Education, and the Office of Continuing Studes. Other organizations including the Minneapolis and Saint Paul Public School Districts, the Department of Children, Families, and Learning, and the College Board have developed programs through the Office of Continuing Studies. The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Continuing Education Program OTHER PROGRAMS information 69 To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA of 3.0 to 3.49 may take a total of 5.0 course credits; cumulative GPA of 3.5 or greater may take Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. A student must be registered for a course to receive credit for it. LI REGISTRATION To obtain further information about the program or to request a catalog, call 612330-1139 during Tuesday and Wednesday office hours (10:OO a.m. to 2:00 p.m.). To ask questions or to schedule a program, call Karen A. Lindesmith, program director, at the above number. Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community Approximately fifty retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists 200 classes available for group study only (Note: For individual study, call the Admissions Office at Augsburg College at 612-3301001.) College of the Third Age Academic - Weekend College students may add individual classes to their current schedule and/or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class Day students may add individual classes to their current schedule and/or withdraw without notation up through day 10 of the term. The signature of the instructor is required to add a class after the class meets. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Although new day students may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Reference the ACTC Joint Class Schedule for the Day school calendar and the WEC Class Schedule for the WEC school calendar. Weekend College students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. a total of 5.5 course credits without petitioning. All overload registrations must be done at the Enrollment Center in person. Please note: there is an additional tuition charge for course loads over 4.5 course credits (this includes combining the credit load from both the day and WEC programs). 70 Academic Information Office of Weekend College-412330-1782 Academic Advising-612-330-1025 Enrollment Center412-330-1046 Specific information on registration and help with registration on other campuses are available from these offices: Summer session, Weekend College, and graduate program courses are published in separate schedules. A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their locations at the five colleges for the following academic year. Individual school course listings are also available through the web and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Some late course registrations may be subject to additional late fees. Separate rules apply to Summer School. Rochester students may add individual classes to their current schedule andlor withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. is the Thursday prior to the second class weekend. The WEC program is not part of the ACTC (Associated Colleges of the Twin Students have registration priority in their home program. Crossover registration begins only after the open web registration period closes for both programs. A schedule is published on the registrar office web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by web. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both Winter WEC and Spring WEC). The maximum number of credits that may be included in the day full time tuition rate for students who cross-register is 4.5 . Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are canying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full time and will be charged the full time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Every Augsburg undergraduate student is admitted to a "home program," either day or Weekend College. It is expected that students will complete most of their degree requirements through their home program. However, students may register for no more than 1.0 credit per term outside their home program. Enrollment will be based on class availability Crossover Registration Policy - The primary method of registration will be via the web through AugNet during the open registration period. Please reference the ACTC Newspaper for specific dates. Day students will be issued new PINS each term prior to registration from their assigned faculty adviser (please reference the Personal Info screen on your AugNet account for your assigned Faculty Weekend College students may register during the designated time prior to the start of each term. All day students are required to meet with their academic adviser prior to registration. Freshmen and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Registration Students may apply to change their "home" program by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. Change of Program Any undergraduate student taking a graduate level course must have special permission from the faculty director of the program in which they wish to enroll. 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 if offered. Cities) tuition exchange program. WEC students may NOT crossover to attend ACTC courses. Academic Information 7 Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. Some departments will not accept coursework taken more than seven to ten years ago. Students must meet all of Re-Admitted Students Students are responsible for keeping the registrar's office informed of their current mailing address. Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the Registrar's Office. A Withdrawal from the College form may be obtained at the Enrollment Center. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Withdrawal from College Once the open registration period closes, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the web closes. Advisor). The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled in transfer work. In these cases, please process your registration at the Enrollment Center. 72 Academic Information All degree and course requirements must be completed and v e d e d in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Each student must apply for graduation at the end of their junior year. Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in Undergraduate Admissions-Special Students (Second Degree). Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. The responsibility for seeing that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the Registrar's Office one year prior to graduation. GRADUATION REQUIREMENTS the requirements in effect under the catalog they choose. Choosing to complete graduation requirements under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog requirements. 3. Augsburg Seminar (AUC 101)All students who enter the College as freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See the program section on the Augsburg Seminar for a full description. 2. Completion of a MajorRequirements for each major are listed under the departmental headings. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 1. Completion of 32 course c r e d i S N o more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; and social work (B.S.) - 15. Degree requirements include completion of a minimum number of credits, a major, the Augsburg Seminar (AUG 101), at least one Augsburg Experience, a minimum GPA in major(s)/minor(s) and in total course work, residence, and general education courses, including lifetime sports. Requirements For Undergraduate Graduation: - 5. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrates experiential learning with academic learning and (2) Links on-campus learning to the goals, mission, needs or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary 4. Augsburg Experiences-All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Four categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, and study abroad. Academic Information 73 - Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement assessment. Students may retake the Math Placement Assessment once during their first term of enrollment. Students are required to take the assessments before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Take entry level skills assessments and satisfy requirements. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and sophomore transfer students with fewer than 13 courses: Placement in writing, math, modem languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) graduation skills course requirements. The entry level skills tests are inventory assessments in: Writing Mathematics Critical thinlung Modem Languages Entry Level Skills Requirements SKILLS COMPONENT 6. Residence-The last year of fulltime study or equivalent (no less than 7 of the last 9 creditslrequirements) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar's office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. 74 Academic Information Advanced transfer students are required to satisfy all the Graduation Skill course requirements, except one writing skill course. Those who have not passed the equivalent of ENG 1 11 Effective Writing course must take the entry level test in writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course. Transfer students who enter with 13 credits or more, or an A.A. degree accepted in transfer, are exempt from critical thinking assessments. Advanced Transfer Students Freshman and sophomore transfer students will be required to satisfy all of the Graduation Skill course requirements. The BYU-CAPE assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. The CAPE is a web based language assessment designed to assess and place students at the appropriate course level for language study Students interested in waiving the modem language requirement must complete this assessment and place at the 311 level or above. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 11 1 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year. Attendance the first day of class is required for both ENG 101 and 111. General education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Course work in a modem language other than your native language is also required. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students Graduation Level Skills Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Students in MPG 1may 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. A grade of Pass, 2.0 or higher is required to advance to the next math level. All students are required to have their 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. 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 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. Mathematics Requirement - All Writing Skill courses have the prerequisite of ENG 111, all Quantitative Reasoning Skill courses have the prerequi- Students whose native language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is satisfied by successfully completing the ESL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the modem language graduation skill requirement. Contact Academic Advising or the English Department for additional information. There is a seven-year time limit on language courses presented for transfer and automatic waiver. Hearing students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the skill. Requirements for the Modem Language Skill are determined by placement test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of 111, 112 is required (i.e. sequential courses in the same language). Students whose placement test is at 311 or higher will be exempted from further language study. are required to have two courses with Writing Skill components (at least one within the major) and one course each with Critical Thinking, Speaking, and Quantitative Reasoning Skill components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major andlor general education perspectives. Academic lnformation 75 Extend knowledge in liberal arts, especially outside of one's major disciplinary field. This is done by 1) reflecting on the importance and meaning of spirituality in their lives and the distinctiveness of Augsburg as a college of the Lutheran Church in the city; 2) reflecting on diversity through intercultural awareness; 3) reflecting on areas associated with liberal arts, including aesthetics, human identity, The goal of the Liberal Arts Perspectives is to help students think systematically about what it means to be a human. Perspectives courses should: The General Education program consists of the first-year Augsburg Seminar for day freshmen, the Augsburg Experiences, the liberal arts perspectives, and the graduation skills. A primary objective is to develop lifelong learning in the context of the liberal arts and the mission of the College. GENERAL EDUCATION Lifetime sports are non-credit courses and are not included in the 32-course requirement. Two different lifetime sports are required. Students who are not health and physical education majors or in intercollegiate athletics may test out of one lifetime sport. Students may demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to take the lifetime sport proficiency test. Students must satisfy the second lifetime sport requirement by enrolling in a lifetime sport course. Lifetime Sports site of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. 76 Academic Information - Up to three courses in religion may be used to meet the perspective, The Character and Mission of Augsburg College: The Christian Faith. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 2. No single course can fulfill the requirements in two or more categories. 1. A student will choose a minimum of one course from each required perspective category. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available on-line and from the registrar's office. These choices are controlled by the following policies: The general education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be human. The goals of the perspectives are achieved through a variety of courses that have been approved as meeting the criteria established for each perspective. LIBERAL ARTS PERSPECTIVES The General Education program should also teach students the skills expected of a college graduate in writing, critical thinking, speaking, and quantitative reasoning. Develop an appreciation of the role of service to society. Demonstrate connections between liberal arts and the major field of study. the social world, natural world, and westem heritage. Transfer students entering with 24 or more course credits will be required to take one course from area 1 or 2 in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 13-23 course credits will be required to take two courses from two different areas in the Christian Faith Perspective while registered at Augsburg. Area 1 is biblical studies, Area 2 covers Christian theology, and Area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this perspective except for the following: Christian Faith (CF 1, 2, and 3 ) This perspective focuses on Augsburg as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Perspective: The Character and Mission of Augsburg College: The Christian Faith THE EIGHT LIBERAL ARTS PERSPECTIVE REQUIREMENTS Up to two courses in a year-long sequence of approved natural science courses may be used to meet the perspective, The Natural World. - - Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Western Heritage (WH 1 and 2) This perspective is intended to help students critically examine tliemes (found, for example, in literature,' philosophy, and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. Perspective: Western Heritage One course credit or experience is required to meet this perspective. The City (C) This requirement must be covered either by specific courses, by internship and education experiences, or by designated or college-approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209 seminar related to the perspective. This perspective focuses on the College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community Perspective: The Character and Mission of Augsburg College: The City Academic Information 77 This perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts, and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. One course credit is required to meet this perspective. One course must focus on current theories and methods of a social science. Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Social World (SW 1 and 2) This perspective is intended to help students learn to identify, examine, and critique social, economic, or political systems: to understand how and why such systems develop, to see the connections among these systems, and to use this knowledge as a participant in society Two course credits from different departments are required to meet this perspective unless an approved one-year sequence is taken. One course is required to meet this perspective for transfer students entering with 13 or more course credits. Natural World (NW 1 and 2) Perspective: The Natural World Aesthetics (A) Perspective: The Social World The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this perspective. Aesthetic creations convey fundamental insights and values, express beauty, and enhance life. This perspective focuses on aesthetic qualities in artistic expressions by oneself and others. Perspective: Aesthetics One course credit is required to meet this perspective. Intercultural Awareness (IA) This perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students study a specific, non-Western culture and how that culture has shaped the world. In this course students critically reflect upon ways their own cultural biases operate when confronting other cultures. This perspective is intended to help students view themselves as people with unique abilities, values, beliefs, experiences, and behaviors. Human ldentity (HI) Perspective: Intercultural Awareness Perspective: Human Identity 78 Academic Information - In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only P/N). See P/N limitations under Graduation Requirements, page 73. P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this kequirement. Unacceptable performance (no credit for the course) Performance below basic course standards Meets basic standards for the course Achieves above basic course standards Achieves highest standards of excellence 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 comple- Grades of P (Pass) or N (No credit) are not computed in the grade point average. 0.0 1.0 Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). 2.0 3.0 4.0 Numeric grades are used with these definitions: Numeric Grades In order to receive a grade of P, a student must achieve at least a grade of 2.0. Students who choose the P/N option are cautioned: Pass/No Credit Most courses are offered with grading options-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. EXPLANATION OF GRADES option. Any changes in choice of grading system must be made according to dates published each term. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Academic Information 79 Writing Music Education (B.M.) . . . . . . . . .17 Music Performance (B.M.) . . . . . . .20 Music Therapy (B.S.). . . . . . . . . . . .17 Accounting (B.A.) . . . . . . . . . . . . . .14 No more than 13 courses may be in any one department, with the following exceptions: O Complete 32 course credits. Of these: of three. O Two different lifetime sports. O Achieve a Math Placement Group score .Modern Languages Critical Thinking Mathematics D Satisfy entry level skill requirements in: Augsburg Seminar (see page 98). (Sophomore transfer students are exempt from the Augsburg Seminar.) O Complete the fall orientation and All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): This quick-reference checklist is an abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 72. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. 80 Academic Information - One course with a Critical Thinking component Two courses with Writing components (one within the major) the following Graduation Skills with a minimum grade of 2.0 or P. (These requirements may be met with courses in the major or perspectives.) O Complete courses designated to fulfill following perspective requirements-one course for each perspective. No more than three courses from the same department may be used to fulfill perspective requirements. Three Christian Faith Perspectives from different areas One City Perspective Two Western Heritage Perspectives, each from different departments One Human Identity Perspective One Aesthetic Perspective Two Social World Perspectives, each from different departments One Intercultural Awareness Perspective Two Natural World Perspectives, from different departments unless a yearlong sequence is taken (CHM 100 & 101; CHM 105 & 106; CHM 115 & 116; PHY 121 & 122; SCI 110 & 111) Cl Complete courses that fulfill the point average in major, minor, and in total courses completed. O Maintain minimum cumulative grade D Complete a major. Experience. O Complete at least one Augsburg All students are required to file a graduation application with the Registrafs Office one year prior to graduation. 0 Complete a major. Experience. One course with a Quantitative Reasoning component One course with a Speaking component Other maximums are described on page 73. 0 Complete at least one Augsburg Two Modem Language Skill courses, other than your native language One course with a Critical Thinking component One course with a Writing component within the major following Graduation Skills with a minimum grade of 2.0 or P (These requirements may be met with courses in the major or perspectives.) 0 Complete courses that fulfill the One Natural World Perspective One Intercultural Awareness Perspective One Social World Perspective One Aesthetic Perspective One Human Identity Perspective One Western Heritage Perspective One City Perspective Two Christian Faith Perspectives (one Christian Faith Perspective for transfer students entering with 24 or more course credits) D Complete courses that fulfill the following perspective requirements: D Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . . .15 Music Therapy ( B . ) . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . .20 Music Education (B.M.) . . . . . . . . .17 Accounting (B.A.) . . . . . . . . . . . . . .14 No more than 13 courses may be from any one department, with the following exceptions: No more than three courses from the same department may be used to fulfill perspective requirements. 0 Complete 32 course credits. Of these: Ci Achieve a Math Placement Group score of three. 0 Two different lifetime sports. writing. 0 Satisfy entry level skill requirements in All transfer students (entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): One course with a Quantitative Reasoning component One course with a Speaking component Two Modem Language Skill Courses, other than your native language Academic Information 8 - A course in which a grade of 0,0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken 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. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. tion. 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. 12 Academic Information Seniors-24 course credits completed. Juniors-16 course credits completed. Sophomores-7 course credits completed. Students are classified when grades are posted at the end of each term. Classification *Courses with 0 to 4 grade assigned GPA = Total grade points divided by number of credits attempted.* 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: Grade Point Average Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 27. 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. Auditing Courses Advanced Placement Program Test (AP)-The Advanced Placement Program Test may allow students who have scores of 3 , 4 , or 5 on the CEEB Advanced Placement Test to receive college credit for selected courses. A score of 4 or 5 is required on the AP Language and International Baccalaureate Program (IB)-Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the Registrar's Office. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: 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 cumculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM - The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar's Office. In completing The Registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. There is a faculty member designated by the department to administer the exam. There is a departmental instrument available for the subject area in question. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing centers for this area are the University of Minnesota and the University of St. Thomas.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the registrar's office and Academic Advising. Composition examination for credit for ENG 111 Effective Writing. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Registrar's Office. Academic Information 8 - Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Application of this credit toward the Liberal Arts Perspective requirements, upper division requirements, and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Students may apply for the credit assessment process after completing at least four courses/credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. The learning and skills involved are current and could be used at the present time. The learning relates well to the student's educational goals. The learning lends itself to both qualitative and quantitative measurement. The learning has been objectively verified by individuals in addition to the presenting student. There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. the evaluation of a student's previous learning, the faculty team applies the following criteria: 4 Academic Information All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass the ESL placement test at 85 percent or higher. The ESL course can be counted only twice Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. Students whose native language is not English must take the ESL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ESL) and by a writing sample. English as a Second Language (ESL) Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL Program: AP exams, CLEP exams, departmental comprehensive exams, and credit granted through portfolio assessment. Students may be removed from probation when the cumulative GPA reaches 2.0. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if Students whose overall academic achievement falls below a 2.0 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, &missal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's cornrnitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. The College requires that all students maintain a 2.0 cumulative grade point average (GPA). ACADEMIC PROGRESS, PROBATION, AND DISMISSAL Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language skill requirement for graduation. in the total number of courses required for graduation. than 24 course credits than 16 course than 7 course credits The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If pennission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. Dean's List Senior -24 or more course credits Junior-fewer Sophomore-fewer credits Freshman-fewer Student class years are based on the number of courses completed: The College reserves the right to dismiss any student who does not meet the guidelines stated above. .Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. their cumulative GPA reaches 2.0. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0. Academic Information 8 - Augsburg College has one commencement ceremony per academic year in the month of May Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement iE (1) no more than three course creditshequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall are required to sign a statement of understanding acknowledging remaining degree requirements in order to participate in commencement. A student will not graduate nor will a degree be conferred until all Qualification for Commencement Augsburg recognizes those students who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous college honors and applies to all students who complete degree requirements after Jan. 1, 2000. Students achieving Graduation with Distinction will have an overall GPA of 3.5 and will have completed an outstanding project as determined by the student's major department. To be eligible, a student must have at least 14 traditionally graded credits taken at Augsburg. Most departments offer graduation with distinction. For specific requirements, please contact the applicable department. To be considered for Graduation with Distinction, a student should consult with their major department no later than the fall semester of their junior year. Graduation with Distinction 36 Academic Information This program applies to students who enter the day school schedule as full-time freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years-if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program g u i d e l i n e ~ they r will receive the remaining required courses free of additional tuition. A few majors are excluded from this program. Contact Academic Advising for a list of eligible majors. Students must complete a formal Four-Year Assurance Degree Plan with the College before the end of their sophomore year (prior to completing 16 course credits) in order to qualify. Contact Academic Advising for details. FOUR-YEAR ASSURANCE PROGRAM Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment Center about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Veterans of Military Service graduation requirements are met, regardless of participation in commencement. Right to request amendment of education records--You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or compa- Right t o inspect and review education r e c o r d j o u have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. 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: FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE - The student's participation in officially recognized activities and sports; The student's enrollment status (FTPT); The student's academic class level; The student's major field of study; The student's date and place of birth; The student's e-mail address; The student's telephone number; The student's address; The student's name; "Directory information" includes t h e following: 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. Right to withhold disclosure of "directory informationu-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. ny with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Academic Information 8; Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the regismar prior to Sept. 15 (or within The student's photograph. The most recent previous educational agency or institution attended by the student; and The student's dates of attendance; The weight and height of members of athletic teams; The student's degrees and awards received; 8 Academic Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Reporting Educational Information Right t o complain to FERPA Office--You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, conceming Augsburg's failure to comply with FERPA. 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Courses listed are subject to change. In general, classes are offered fall andlor spring terms unless otherwise indicated. The Schedule of Classes published each spring by the Associated Colleges of the Twin Cities (ACTC) lists offerings and locations for fall and spring terms. This information is also available on-line. A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. Credits Descriptions and schedules for Summer Session, the Master of Arts in Leadership, the Master of Social Work, the Master of Arts in Nursing, the Master of Arts in Education, and the Master of Science in Physician Assistant Studies courses are published in separate catalogs. A course schedule for all ACTC schools is available on-line through the web addresses published in the ACTC newspaper. They will contain the most accurate and up to date information. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Class Schedule Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. 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. Weekend College classes are published each spring in a separate booklet and online. 90 DEPARTMENTS AND PROGRAMS - lnternship 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 tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. lnternship 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. Participation in a concurrent seminar may be expected. Prior to the beginning of the tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 399 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. Registration for internships consists of the following steps: INTERNSHIPS 199 Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. NOTE: Not all courses are offered in all schedules. Refer to the current ACTC Joint Class Schedule or the Weekend College class schedule for information on when specific courses are offered. Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Prerequisites -- Departments and Programs 91 92 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 See listing under Interdisciplinary Studies. AMERICAN INDIAN STUDIES See listing under Business Administration. ACCOUNTING Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 299 DIRECTED AND INDEPENDENT STUDIES -Departments and Programs Kristin Anderson (Chair), Lynn Bollman, Tara Christopherson, John McCaffrey Art Faculty A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity involves manual skill, although to become broadly significant it should interact with other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, graphic designer, architect, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. \ rt is important as a field of study for our time, helping us to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. A Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I 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. Teaching Licensure Major Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I or ART 325 Fiber and Form Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in at least one exhibit during their senior year. 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 Art Five art history courses including ART 240. Drawing Students will use traditional drawing media and will develop their ideas and skills with them. Emphasis is placed on foundational drawing concepts. ART 107 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. Painting I Introduction to painting media and technique in acrylic or oil. ART 105 ART 106 ART 118 ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the depanment. STUDIO ART Design A study of design as the unifylng foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 102 Note: All studio courses require work outside of class sessions. W STUDIO ART FOUNDATIONS Five courses including ART 240, ART 107, and three additional studio courses. Studio Art Minor Five courses including ART 105, ART 210, ART 243, ART 244 and ART 249 or 349. GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Art History Minor Architecture Minor Departmental Honors 94 Art - Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Design for New Media I Exploration of the fundamental techniques and technologies used in digital design. Sculpture I An introduction to sculpture and three-dimensional design in various media. Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Publication Design An introduction to design concepts and production for publication design, with emphasis on the computer. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. Graphic Design I An introduction to the principles and techniques of graphic design using page layout software. Emphasis on designing with text and image. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. Calligraphy II Advanced work in calligraphic media and design. Design for New Media II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterfonw using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) Fiber and Form An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface, text, image, and sequence. (Prereq.: Any ART course) ART 215 ART 221 ART 223 ART 224 ART 225 ART 250 ART 306 ART 315 ART 320 ART 325 $200-225. Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately ART 210 ART 132 - Art 95 Graphic Design II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) Sculpture II Continued exploration of intaglio, relief, and monolunique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) Print Making II Design concepts using descriptive and experimental techniques in transparent watercolor. Watercolor Painting Advanced study of painting. (Prereq.: ART 118) Painting II Advanced work in ceramics with an emphasis on throwing or handbuilding and glazing. (Prereq.: ART 250) Ceramics II Exploration of the creation of visual images using the computer as a paint brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course) Digital Imaging An advanced study of the graphic design of typography and visual imagery for print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225) A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Art History Survey History of Architecture to 1750 History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples. History of Architecture after 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in frequent site visits to prominent local examples of design excellence. (Prereq.: None for ART 249; ENG 111 and an ART, HIS, or urban studies course for ART 349) ART 2491349 The Designed Environment ART 244 ART 243 Note: The following courses are oflered intermittently, usually two or three sections per year ART 240 ART AND ARCHITECTURAL HISTORY ART 478 ART 368 ART 360 ART 355 ART 351 ART 340 ART 330 96 Art - A study of early colonial through contemporary American art, architecture, and folk arts. American Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) 19th- and 20th-Century Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) Renaissance and Baroque Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) Medieval Art The art of the Ice Age through the Roman period to the fourth century A.D. Prehistoric and Ancient Art The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Scandinavian Arts A study of the creative role of women in the visual arts, including the fine arts, the "mditional" arts, and the work of Native American women. (Prereq.: ENG 111) Women and Art The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints. Tribal Arts and Culture See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. lnternship See listing under East Asian Studies. ASIANSTUDIES ART 499 ART 399 ART 299 ART 199 Internships and Independent Study Courses: ART 389 ART 388 ART 387 ART 386 ART 385 ART 382 ART 352 ART 290 - Art 97 T AUC 101 All freshman students must successfully complete the entire eight-week Augsburg Seminar in order to fulfill the graduation requirement, even if they drop the linked content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-tern meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) At registration, all first-year students in the day program enroll in a selected content course, such as Effective Writing and a parallel Augsburg Seminar. These 'linked' courses integrate disciplinary content with various learning strategies and communitybuilding opportunities beneficial to all beginning students. Augsburg Seminar he initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. The content course usually meets three hours per week for the entire semester and is valued at 1.0 course credit, and the Augsburg Seminar meets once a week for 8 weeks for .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar. B Dale Pederson (Chair), Karen Ballen, William Capman, Robert Herforth, Esther ~c~au~hlin Biology Faculty For many, an undergraduate major in biology serves as a basis for further study Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. In recent decades great strides have been made in understandmg important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. iology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanhng of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. or CHM 351/352 Organic Chemistry A semester course in organic chemistry or CHM 115/116 General Chemistry CHM 1051106 Principles of Chemistry Required Supporting Courses BIO 491 Seminar (non-credit) is required of all juniors and seniors. The ninth course may be any of the upper division biology courses listed above or BIO 340 Marine Biology of the Florida Keys. BIO 367 Biochemistry BIO 476 Microbiology 5. 4. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology 3. B10 355 Genetics BIO 481 Ecology BIO 361 Plant Biology BIO 440 Plant Physiology 2. 1. BIO 351 Invertebrate Zoology B10 353 Comparative Vertebrate Morphology BIO 473 Animal Physiology and at least one from each of the five following groups: B10 113 Introductory Organismal Biology B10 114 Introductory Genetics, Evolution, and Ecology B10 215 Introductory Cellular Biology Nine courses including: Major - A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. Minor GPA of 3.5 in biology and 3.0 overall, one course of approved independent study with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Departmental Honors A GPA of 3.7 in biology and 3.5 overall. An original research project on a significant topic in biology with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Graduation with Distinction All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Transfer course policy for majors and minors or MAT 163 Introductory Statistics or MAT 145 Calculus I or h4AT 122 Calculus for the Social and Behavioral Sciences MAT 114 Precalculus or PHY 121/122 General Physics PHY 116 Introduction to Physics 100 Biology The State of Minnesota has specific licensing requirements for teachers that may differ in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should Teaching Licensure Major Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department. Graduate and Professional Training Students should consult members of the biology faculty for information specific to medical school application. Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Biology for Pre-Medical Students In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 215 and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.0 for BIO 113, 114, and 215 is a prerequisite for enrollment in upper division biology courses. A grade of 2.0 or above is required for all upper division courses applied toward the major. Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) Human Biology An introduction to basic biological principles with a human perspective. Includes discussion of the molecular and cellular basis of life, genetics, organ systems, and human impact on the environment. (Three one-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Prereq.: MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the major or minor) Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Spring) Biology and Society The biological basis for problems facing society, such as pollution, genetic engineering, AIDS, extinction, global warming, hunger, cancer. (WEC only Three one-hour lectures. Does not apply to the major or minor. Spring) SCI 111 BIO 101 BIO 102 BIO 103 BIO 105 The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Twin Cities. Cooperative Education to those students who bave completed at least one upper division biology course and have a GPA of 3.0 in biology. SCI 110 Membership in the Augsburg Chapter of this national biology honor society is open Beta Beta Beta consult with the Augsburg Department of Education to idenbfy current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. - Biology 101 BIO 369 BIO 361 BIO 355 BIO 353 BIO 351 BIO 215 BIO 185 BIO 114 BIO 113 lntroductory Organismal Biology An introductory consideration of biological macromolecules and their components, energetics, and intermedialy metabolism and its integration. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 223 or 352. Fall) Biochemistry of structure, physiology, life histories, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) A survey of the major groups of algae, fungi, and plants, including the study Plant Biology Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215 and junior standing. Spring) Genetics Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: B10 113, 114. Spring) Comparative Vertebrate Morphology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) Invertebrate Zoology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 351. Fall) Introductory Cellular Biology At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate on the biological aspects of such changes. Does not apply to the major or minor. (WEC only) The Biology of Aging Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring) lntroductory Cenetics, Evolution, and Ecology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity, physiology, and structure. B10 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) Plant Physiology A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Seminar (0.0 course) 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 one-hour lectures, four hours laboratoly, some Saturday field trips. Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall) Ecology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three one-hour lectures, four hours laborator. Prereq.: BIO 215, CHM 351, junior standing. Spring) Microbiology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) Developmental Biology A study of digestion, respiration, circulation, excretion, movement, and sensory perception aswell as neural and hormonal control of these functions, empha-sizing vertebrates. (Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) Animal Physiology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215. Fall) Advanced Cellular and Molecular Biology A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life histoly. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years) BIO 499 BIO 399 BIO 299 BIO 199 See description on page 92. (Prereq.: B10 215. P/N only) Independent Study/Research See description on page 91. (Prereq.: B10 215. P/N only) Internship See description on page 92. Directed Study See description on page 91. (Prereq.: B10 113, 114. P/N only) Internship Internships and lndependent Study Courses: BIO 491 BIO 481 BIO 476 BIO 474 BIO 473 BIO 471 BIO 440 - Biology 103 John C. Cemto (Chair), Nora M. Braun, C. Lee Clarke, Jay Dobberstein, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator),Jim Kattke, Steven J. LaFave (Accounting Coordinator), Lori L. Lohman (Marketing Coordinator), Fekri Meziou, Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe (MIS Coordinator), Stuart M. Stoller Faculty 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. ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a cumculum 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. 0 BUS, ACC, MIS, MKT To graduate without intentionally taking courses in excess of the minimal number required (see page 73), students must avoid taking too many electives or exceeding the 13-course lirmt per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular Graduation Requirements Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The Department offers certificates in information technology, business management, and business finance through the Weekend College program. Certificate Programs Within the business administration major there are three specializations: management, finance, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Specializations The Department of Business Administration offers four majors: business administration (BUS), accounting (ACC), management information systems (MIS), and marketing (MKT). Majors Students who plan to major in business administration, accounting, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. Advising Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Transfer Students combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. t Non-business majors are encouraged to take BUS 254 Entrepreneurship. Entrepreneurship The international business faculty actively support international study For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. International Business Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACWMIS/MKT 399) during their junior or senior year. Although an internship counts as part of the 13 courses allowed in the major, students may petition for an exception. An internship may satisfy the The City Perspective if taken in conjunction with GST 209. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Internships Business Administration 10: T Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics BUS 331 Financial Management he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. the following: Public Finance Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Intermediate Quantitative Methods for Business and Economics Financial Theory: Policy and Practice Investment Theory 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or BUS 331Financial Management Combined Major in Business Administration and Economics Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. and one additional upper division course in either international business or international economics. Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one of EC0 3 11 ECO 312 ECO 313 ECO 315 BUS 479 BUS 438 BUS 433 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as MUS 105. Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate planning. Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully Examines the construction of a viable business plan with attention to the resources needed for success. Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 214 BUS 242 BUS 254 BUS 295 Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or MKT 252, and three courses in international business (one may be in international economics). This minor is automatically completed while completing a major in accounting, MIS or marketing. Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242, MKT 252, BUS 331 or BUS 379. Other configurations may be permitted with the approval of the department chair. BUS 105 To quai*, a major must have a 3.7 GPA in the major, a 3.5 GPA overall, and have completed all courses appropriate for the proposed project. Departmental Honors To qual*, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. Graduation with Distinction and one other upper division business administration, accounting, MIS or marketing course. - Business Administration 10 - - BUS 433 BUS 424 BUS 379 BUS 368 BUS 362 BUS 340 BUS 331 BUS 301 This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: Bus 331) Financial Theory: Policy and Practice To incorporate and learn the techniques of creatinga controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 331, 379; MIS 175, MKT 252) Internal Audit and Management Consulting An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation, and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 or 360 or 370 and either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.) Quantitative Methods for Business and Economics An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) Responding to the Challenge of Japan This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or MKT 252, consent of instructor) International Business Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor) Human Resource Management This course includes Financial Statement Analysis, Risk and Return, Security Valuation, Capital Budgeting, Capital Structure and Working Capital Management. (Prereq: ECO 112 or 113, ACC 221, and MPG 3) Financial Management Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Business Law (See Department of Philosophy for course description) BUSIPHI 300 Business Law and Ethics 08 Business Administration Investment Theory Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Topics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening) Intermediate Quantitative Methods for Business and Economics This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242) International Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) Strategic Management Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and BUS 379) Risk Management and Insurance 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. (Pre-req: Bus 331) BUS 499 BUS 399 BUS 299 BUS 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: BUS 495 BUS 479 BUS 465 BUS 440 BUS 439 BUS 438 Business Administration lo Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year Bachelors degree plus a Masters degree. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. T h e major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in General Accounting No additional courses required. Students are encouraged to take the courses in the sequence given above. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business BUS 242 Principles of Management MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics BUS 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice I1 ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting ACC 326 ACC 324 ACC 323 ACC 322 ACC 295 ACC 222 ACC 221 Minor in Accounting This minor is recommended for majors in MIS and finance. Six ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, BUS 379, ECO 112, or 113. The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of instructor) Tax Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 379, MKT 252, or consent of instructor) Managerial Cost Accounting A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) Accounting Theory and Practice II An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) Accounting Theory and Practice I Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) Topics A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) Principles of Accounting II Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Principles of Accounting I GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. Departmental Honors Accountinq 1 Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Topics Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) Advanced Accounting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242,331, 379, MIS 175 or 360 or 370, MKT 252) Internal Audit and Management Consulting Internal and external auditing procedures. Emphasis on the C P k role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) Auditing ACC 499 ACC 399 ACC 299 ACC 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: ACC 495 ACC 425 ACC 424 ACC 423 12 Accounting - A. 12 courses in business, accounting, marketing, and MIS: BUS 242 Principles of Management BUS 33 1 Financial Management BUS 379 Quantitative Methods for Business and Economics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 MKT 252 Principles of Marketing MIS 360 Problem Solving for Business MIS 370 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects Management Information Systems Major he major in management infonnation systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, and marketing as well as from MIS. If students have a weak computer background, they should also take MIS 175 for the major. T To qualify, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. Graduation with Distinction GPA of 3.7 in the major and 3.5 overall, complete a scholarly paper or paper from a substantial work of applied consulting, and present the final paper. Interested juniors or seniors should contact their department adviser. Honors Major Note: Completion of MIS 360 or MIS 370 satisfies any requirement for MIS 175. Seven courses including: MIS 175, ACC 221, BUS 242 or MKT 252, MIS 360 or 370, MIS 375, ECO 113, and one of the following: MIS 376 or ECO 318. Minor in MIS B. Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) MIS 376 MIS 375 MIS 370 MIS 360 MIS 295 MIS 175 14 MIS - Principles of Computing for Business Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242, and either MIS 175,360, or 370) Project Management Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the technology architecture. (Prereq.: ACC 221, BUS 242 or MKT 252, and one computer course such as MIS 175,360,370, or CSC 160) Management Information Systems in the Organization This course applies database management systems software capabilities to support the design and implementation of databases and related applications for the purpose of business data management. Students will write, test, and debug event-driven code in developing relational database applications. Students will also learn the fundamentals of multi-user data management in network and web environments. (Prereq.: MPG3, CSC 160, and MIS 175 or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175) Data Management for Business This course applies advanced software capabilities like macros, Solver and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3, MIS 175 or CSC 160 or strong computer background. Completion of MIS 360 satisfies any requirement for MIS 175) Problem Solving for Business Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Topics An introductoly course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background should take MIS 360 or 370 instead of MIS 175. (Prereq.: MPG 3) Systems Analysis and Design Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Topics Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 370, 375, 376, and 475) Information Systems Projects Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 375,376, and either MIS 370 or CSC 352. Note: MIS 376 may be taken concurrently with MIS 475) MIS 499 MIS 399 MIS 299 MIS 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: MIS 495 MIS 476 MIS 475 - MIS 11: T Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-makingprocess. Impact of attitudes, values, personality, and rnotivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379, ECO 113, or consent of instructor) MKT 350 MKT 352 6 courses including MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing INS 325 Building Working Relationships MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising B. Required Marketing Courses MKT 252 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics A. Business Administration Core Requirements Marketing Major he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. In addition, a unique course in the major, "Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationships. Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Business Law and Ethics Financial Management Principles of Computing for Business or MIS 360 Problem Solving for Business or MIS 370 Data Management for Business BUS 379 Quantitative Methods for Business and Economics ACC 221 ACC 222 BUS 242 MKT 252 PHI 300 BUS 331 MIS 175 Sales Management Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Topics This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252.) International Marketing Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) Marketing Management An introduction to print, broadcast, and Web-based advertising and promotion as important elements in modem marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. Advertising Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. Marketing Communications Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 499 MKT 399 MKT 299 MKT 199 See description on page 92. Independent Study/Research See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: MKT 495 MKT 466 MKT 450 MKT 357 MKT 355 MKT 354 - Marketing 111 c *To provide programs of study for professional goals in addition to the traditional positions as chemists. *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. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. 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. hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. and two additional courses from: CHM 364 Physical Chemistry I1 CHM 367 Properties of Polymers Graduation Major in Chemistry CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemishy I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) BACHELOR OF ARTS Sandra L. Olmsted (Chair), Ron L. Fedie, Arlin E. Gyberg, Joan C. Kunz Chemistry Faculty *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. *To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. *To provide an atmosphere of leamhg 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. 12 courses including: CHM 115, 116 General Chemistry I, I1 or CHM 105,106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 American Chemical Society Approved Major BACHELOR OF SCIENCE Pre-medical students should plan to take at least three courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. Chemistry for Pre-Medical Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of b s catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure in Physical Science Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121,122 in the sophomore year. General Physics I, I1 Calculus I, I1 Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Biochemistry Also required: PHY 121, 122 MAT 145, 146 BIO 367 CHM 464 CHM 481 CHM 482 CHM 470 Overall GPA of 3.5 or higher, and completion of an approved research project in the junior or senior year. Graduation with Distinction in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, 11,111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German, and computer proficiency One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory 11 CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351,352, and CHM 353. Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Departmental Honors - Chemistry 11! CHM 115 CHM 106 CHM 105 CHM 101 CHM 100 SCI 111 SCI 110 An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 3. Fall) General Chemistry I CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) Principles of Chemistry II Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) Principles of Chemistry I Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistly courses. (Prereq.: CHM 100, MPG 3. Spring) Chemistry for Changing Times II 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 nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) Chemistry for Changing Times I 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 laboratoly. Prereq.: SCI 110) Natural Science II The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) Natural Science I Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. 20 Chemistry - General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) Physical Chemistry II CHM 364 Properties of Polymers CHM 367 Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) Physical Chemistry Laboratory 11 (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 365 Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) Physical Chemistry Laboratory 1 (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) Physical Chemistry I Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) Quantitative Analytical Chemistry CHM 363 CHM 361 CHM 353 Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 351,352 Organic Chemistry I, II CHM 116 Chemistry 12 CHM 497 CHM 495 CHM 491 CHM 482 CHM 481 CHM 470 CHM 464 - (.O course) Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Introduction to Chemistry Research Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Topics in Chemistry 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. Chemistry Seminar Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) Advanced Inorganic Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) Advanced Analytical Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate years) Principles of Medicinal Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (~hreehours of lecture, six hours of laboratory. Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) Advanced Organic Chemistry 22 Chemistry - Directed Study See description on page 92. Internship See description on page 91 Independent StudyIResearch See description on page 92. (Prereq.: junior or senior standing) CHM 299 CHM 399 CHM 499 he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. T 12 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization Computer Science Major BACHELOR OF ARTS . Charles Sheaffer (Chair), Lany Crockett, Jim Moen, Noel Petit, Larry Ragland, Karen Sutherland Computer Science Faculty See listing under Speech/Communication and Theatre Arts. lnternship See description on page 91 CHM 199 Internships and Independent Study Courses: - Two courses from: MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations 16 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 145 Calculus I MAT 146 Calculus I1 Computer Science Major BACHELOR OF SCIENCE At least one elective must be an upper division course. and two electives from CSC courses above 200 at least one of which is above 300 PHY 261 Electronics MIS 475 Systems Analysis and Design. MAT 355 Numerical Mathematics Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I CSC 450 !24 Computer Science 13 courses including: MAT 145 Calculus I or MAT 122 Calculus for the Social and Behavioral Sciences CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics Major in Computational Economics Coordinators Jeanne Boeh, Department of Economics, Lany Ragland, Department of Computer Science 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 and six from economics with 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. Computational Economics At least two electives must be upper division courses. and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics MAT 271 Discrete Mathematical Structures (recommended) CSC 160 Prerequisites: A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a computer science course. Six courses including CSC 160, 170, 210,345; and one upper division computer science course, and one of MAT 171 or MAT 145. Computer Science Minor GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. Departmental Honors One upper division elective in philosophy Computer Science: An Alternative Scheme I1 PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19th Century Philosophy PHI 344 History of Philosophy IV Twentieth Century Philosophy PHI 365 Philosophy of Science PHI 385 Introduction to Fonnal Logic and Computation Theory PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science CSC 373 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3) 14 courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Smctures CSC 320 Algorithms Major in Computational Philosophy Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science 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 six courses from computer science and seven from philosophy with 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. Computational Philosophy ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computer Science 12 - CSC 352 csc 345 CSC 320 CSC 273 CSC 272 CSC 270 CSC 240 csc 210 CSC 170 Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) Database Management and Design An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210) Principles of Computer Organization and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) A systematic study of algorithms and their complexity, including searching Algorithms Study of an alternative approach to some of the most important concepts of computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently with CSC 373. (Prereq.: None) Computer Science: An Alternative Scheme I Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) UNIX and C Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) FORTRAN Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) Introduction to Networking and Communications Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) Data Structures A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) Structured Programming 126 Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Advanced Topics in Computer Science Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and PHI 385) Programming Languages and Compilers II Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320 and PHI 385 or concurrently) Programming Languages and Compilers I Network management; client/server databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345) Advanced Networking and Operating Systems Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) Introduction to Al Robotics Continuation of CSC 273, and offered concurrently with CSC 273. Majors who have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273) Computer Science: An Alternative Scheme II CSC 499 CSC 399 CSC 299 CSC 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: CSC 495 CSC 451 CSC 450 CSC 440 CSC 431 CSC 373 Computer Science 12 Martha Johnson, Director East Asian Studies Faculty Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. A Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. Language Courses Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Nine courses are required for the major. Courses in the major must be preapproved by the campus adviser and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Major in East Asian Studies Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, 612-330-1715; Hamline-Richard Kagan, 651-641-2433; Macalester-Yue-him Tam, 651-696-6262; St. Catherine-Helen Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Five courses, no more than two of which may be in the language. Courses in the minor must be pre-approved by the campus adviser. A minor in East Asian studies provides exposure to an area of East Asia that would complement other disciplines. Minor in East Asian Studies - Responding to the Challenge of Japan Topics: Introduction to AsianAmerican Literature The Modem Non-Western World Asian Philosophy Understanding Asian America Russian and Chinese Foreign Policy History of Religions Introduction to Asian and Asian American Theatre Students may also take independent studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. REL 356 THR 245 PHI 355 POL 282 POL 363 HIS 104 ENG 282 BUS 368 Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses): East Asian Studies 12 T Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management infor- The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the rapidly growing computer science field. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background for teaching economics. he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. and three other upper division courses also required: MIS 175 F'rinaples of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions Finite Mathematics or MAT 121 Calculus for the Social or MAT 122 and Behavioral Sciences Major in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning Economics Faculty Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. mation systems, political science, histoly, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. and one other upper division business course. and one other upper division economics course, and six accountinglbusiness administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics In addition to the courses listed on the following pages, these topics have been offered under ECO 295 or 495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making With Finite Markov Chains, Soviet Economy, Economics of Mutual Funds, and Health Economics. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study Five economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics See Computer Science, page 124. Combined Major in Economics and Business Administration Minor in Economics GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Departmental Honors See Political Science, page 229. Teaching Major in Political Science and Economics 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. Teacher Licensure Major ECO 112, 113,312,313, and one additional economics upper division course. Other configurations may be permitted with the approval of the department chair. Major in Computational Economics Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics EC0 311 Public Finance or ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 360 International Economics EC03 18 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI120 Ethics or PHI 125 Ethics and Human Identity Economics 131 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools, e.g., crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in economics, business administration, or MIS.) Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2 ) Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years) lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) ECO 110 ECO 112 ECO 113 ECO 295 ECO 31 1 ECO 312 ECO 313 132 Economics Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity Emphasis placed on monetary theory and policy (Prereq.: ECO 112. Fall: alternate years) Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: on demand) Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall) International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. On demand) Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) ECO 315 ECO 317 ECO 318 ECO 360 ECO 365 ECO 413 ECO 414 Economics 13 - Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Topics ECO 499 ECO 399 ECO 299 ECO 199 See description on page 92. Independent StudyIResearch See description on page 91. (Prereq.: Completion of 50 percent of major or consent of instructor) lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: ECO 495 134 Economics Students in all degree andlor licensure programs must apply for acceptance into the education department prior to begin- Beginning Fall 2002, a graduate level licensure option will be available in weekend format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Art in Education degree. Contact the Education Department for information. Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication artdliterature, social studies, and visual arts. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late aftemoonlevening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8),secondary (grades 5-12) in biology, chemistry, communication arts~literature, health, mathematics, physics, and social studies, and K-12 licenses in visual art, health, physical education, music, and dancdtheatre, and special education: E/BD. T Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. Students who entered the College under a previous catalog and who will complete their licensure after August 31, Selected education department students may participate in an international student teaching abroad 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. Student Teaching Abroad All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. ning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and a subject matter test. - Non-departmental core courses (requirements subject to change-see Education Department for most current list): ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) INS 105 Intro. to American Indian Studies or INS 260 Contemporary American Indians (IA 1) MAT 131 Math for the Liberal Arts ( W C T ) (if math specialty area: MAT 331) MAT 132 Numeracy for Contemporary Society (QR) (if math: MAT 122 or 145) PHY 103 Conceptual Physics or PHY 116 Introduction to Physics (NW l), (if science specialty area: PHY 116) PHY 114 Earth Science for Elementary Teachers (If science specialty area: PHY 116 and geology) BIO 102 The Biology World (NW 2) Elementary education majors are required to complete the following nonmajor and major courses. To be licensed hey must also complete an approved middle school specialty area and student teaching. Elementary Major and Licensure Requirements: 2003 must comply with the new program. No one will be licensed under programs described in previous catalogs after August 31, 2003. 136 Education Student Teaching Block EDC 481,483,485 Student Teaching (3.0) Student teaching is completed for licensure. It is not part of the major in elementary education. (S) Capstone Block EDC 410 Special Needs Learners EDC 480 School and Societv (WlISW) Methods Block I1 EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social StudiestThematic Studies (.5) EED 380 Kindergarten Methods (.5) Methods Block I EED 310 K-6 Methods: Health/PE (.5) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language ArtsIChildren's Literature Foundations Block I1 (courses beyond this point require admissions to the department) EDC 3 10 Learning and Development (HI) Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) Major Courses Vicki Olson (chair), Joy Bartlett, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Lynn Lindoy Susan O'Connor, Ron Petrich, Linda Stevens, Barbara West Education Faculty Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication artditerature, dance/theatre, health, mathematics, music, physical education, physics, and social studies. A minimum GPA of 2.5 overall, 2.5 in the major, 2.0 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 Under new licensure rules, the state of Minnesota will require middle school specialty areas as a part of all elementary teacher licenses. Teachers will be able to teach at the middle school level in their specialty area. Students must complete a coursework program in one of the following areas: communication artshterature, mathematics, science, or social studies. See Education Department for specific courses required in each area. Methods Block I ESE 300 ReadingMriting in the Content Area Foundations Block I1 (Courses beyond this point require admission to the education department.) EDC 310 Learning and Development (HI) Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) Non-departmental requirements: ENG 111 Effective Writing HPE 11'5 Chemical Dependency (.5) INS 105 Intro. to American Indians or INS 260 Contemporary American Indians (IA) Beginning Fall 2002, a graduate level elementary licensure option will be available through Weekend College. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for information. Graduation with distinction or departmental honors is available to elementary education majors who maintain a 3.5 overall GPA and a 3.75 overall GPA in the major. An honors project must be completed, beginning in spring of the junior year. Guidelines for graduation with distinction are available in the education department. teaching, is the maximum allowed within the elementary education major. Secondary Education 13: Creating Learning Environments Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachindearning situations. Computer training will be included in this course. Learning and Development in an Educational Setting EDC 210 EDC 220 EDC 310 Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) A survey of educational psychology topics as applied to teaching and learning. Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Fieldwork experience. (Prereq.: ENG 111,sophomore standing) Beginning Fall 2002, a graduate level licensure option will be available through Weekend college. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for Students may no longer license in a minor field of study Art, dancdtheatre, music, and physical education teacher education programs lead to licensure for grades K-12. tion 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 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. EDC 200 Students preparing for licensure in one of these areas follow the secondary educa- Art, DanceITheatre, Music, and Physical Education Licensure (K-12) A minimum GPA of 2.5 overall, 2.5 in education, 2.5 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Student Teaching Block ESE 481,483,485,487 Student Teaching (3.0-4.0). (S) Capstone Block EDC 410 Special Needs Learner EDC 480 School and Society (Wl/SW) Methods Block I1 ESE 3XX K-12 or 5-12 Special Methods in Licensure Area ESE 325 38 Secondary Education - - - The Special Needs Learner The study of students with disability, special needs, and gftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) School and Society Emphasis on points of view about the role of school in modem society, relationships with parents and community collaborative models, leadership and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: HealthIPhy Ed (.5 course) Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department) K-6 Methods: Language Arts1 Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) Middle School Methods: Communication ArtsILiteratureWriting (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementmy levels. Fieldwork experience. (Prereq.: PPST and admission to department) K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410 EDC 480 EED 310 EED 320 EED 330 EED 331 EED 341 EED 342 EED 350 Elementary Education 13! - - K-6 Methods: Social StudiesIThematic Studies (-5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 370 EED 380 ReadingIWriting in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: PPST and admission to department) Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: TheatreIDance Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to the department) 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 300 ESE 325 ESE 310 ESE 320 ESE 330 EED 481, 483, 485,487 Student Teaching Three to four courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and admission to department) EED 360 140 Secondary Education 5-12 Methods: Science Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) K-12 Methods: Music Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience.(Prereq.: PPST and admission to department) K-12 Methods: Visual Arts Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and cumculum development. Required for communication artsfliterature license. (Prereq.: PPST and admission to department) 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and cumculum development. Required for communication artsfliterature license. Fieldwork experience. (Prereq.: PPST and admission to department) 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and cuniculum development. Required for elementary concentration in communication araiterature. Fieldwork experience. (Prereq.: PPST and admission to department. NOTE: Students seeking 5-12 communication arts/literature license do not need to take ESE 300.) 5-12 Methods: Literature and Reading Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) Three to four courses of full-time, supervised student teaching required for licensure. Secondary licenses require three courses. K-12 licenses require four. Occurs upon satisfactory completion of licensure program and program portfolio. ESE 481, 483, 485, 487 Student Teaching ESE 370 ESE 360 ESE 352 ESE 351 ESE 350 ESE 340 P - Secondary Education 14 SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) HPE 115 Chemical Dependency (.5) ENG 111 Effective Writing INS 105 Introduction to American Indian Studies or INS 260 Contemporary American Indians Required Non-major Courses: Beginning Fall 2002, a graduate level licensure option will be available through Weekend College. Licensure will be obtained through a combination of graduate and undergraduate credits. Contact the Education Department for information. he special education EB/D major is available only through Weekend College; ideally, to people who are currently in schools working with students with this label. This major leads to Minnesota teaching licensure in special education with a specialty in ernotionaVbehaviora1disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD setting. Variations on this ideal are possible; see the Education Department for more information. T Required Education Courses: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Special Needs Learner EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts1 Children's Literature EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 440 Parent and Professional Planning Student Teaching Summer Practicum Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). SPE 420 SPE 430 SPE 440 Required courses: EDC 410 The Special Needs Learner EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 or PSY 105 Interested students should contact the director of special education at the outset of coursework. Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Psychological assessment Choose one from the following: PSY 351 Developmental Psychology: Child pSy 352 Developmental Psychology: Adolescent and Young Adult pSy 353 D~~~~~~~~~~~~ Psychology~ Middle and Older Adult Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 410 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. - Special Education 14: Bachelor of ArtsIBachelor of Engineering (B.A.1B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: University of Minnesota ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. A Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) EDU 491 The curriculum is the same as the B.A.B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate cumculum. The number of such courses varies by IT department and area of emphasis within a department. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. The Special Needs Learner (see EDC course descriptions) EDC 410 4 4 Special Education - Students are also encouraged to explore opportunities for graduate work at Michigan Technological University Further information on these and other graduate programs is available from the Augsburg engineering adviser. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. 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. Michigan Technological University Application for admission into the B.A.N.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.Ah4.E. program are not guaranteed admission to the Institute of Technology. Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus I11 MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 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. Engineering 14: Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English as a Second Language (ESL) students, or tutoring in the writing lab. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. T One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Major Nine courses above ENG 111, including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin,John Harkness, Dallas Liddle, Roseann Lloyd, John Mitchell, Ronald Palosaari, David Ross, John Schmit, Joan Thompson English Faculty ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to department approval) Note: If students choose two literature courses, one must be in American literature (ENG 350 or 351) and one must be in British literature (ENG 331, 336, 337, 338/438). SPC 112 Contest Public Speaking SPC 343 Broadcast Production I SPC 352 Persuasion SPC 354 Interpersonal Communication Major Requirements (12 courses) ENG 225 Intermediate Expository Writing ENG 226 Creative Writing or ENG 227 Journalism or one additional upper division literature course (ENG 350 or 351 recommended) ENG 245 Introduction to Literature ENG 271 or 272 European Literature ENG 345 Introduction to the English Language ENG 361 Studies in Modem Fiction ENG 399 Internship in Teaching Writing ENG xxx Upper division literature course (ENG 331,336,337, or 3381438 recommended) Prerequisite: ENG 111 Communication ArtsILiterature Teacher Licensure Major Majors are encouraged to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. 5-12 Methods: Speaking and Listening 5-12 Methods: Media Literacy (.5 course) Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. Minor GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Departmental Honors Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. This major is only for those who seek to be licensed in communication artslliterature. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or a speech major. Additional ESE and EDC courses are required for licensure. They include EDC 200,210,220,310; ESE 300; EDC 410, 480; student teaching. Contact an education department adviser for information. ESE 352 ESE 351 English 14 Developmental Writing A preparatory course for ENG 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. Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. ENC 111 Note: First day attendance in all writing courses is mandatory for a student to hold hislher place in the course. ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature and/or consent of the instructor. Prerequisites Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) 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 ENG 101 or 111 a second time and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111Effective Writing. These students must pass ENG 101 Developmental Writing with a grade of 2.0 or higher before enrolling in ENG 111Effective Writing. ENC 101 A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills-such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences-are The Enqlish - Placement Test Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer Students Five courses in writing (above ENG 11l), including ENG 225 and one upper division course in writing. Concentration in Writing 48 English - American Indian Literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111) Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Introduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) ENC 223 ENG 225 ENC 226 ENG 227 ENC 236 ENC 241 ENC 217,218 English as a Second Language 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 ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 216 English 14 ENC 338 ENC 337 ENC 336 ENC 331 ENC 282 ENC 272 ENC 271 ENC 251 ENC 245 50 English Introduction to Literature Study of the bard's major plays-comedies, histories, tragedies, and romances -for their literary, dramatic, and cultural significance. Taught in conjunction with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the instructor. Spring) Shakespeare Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) A study of major writers of the 19th century, emphasizing Romantic and British Literature: the Romantics and the Victorians Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) British Literature: 17th and 18th Centuries A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) British Literature: Medieval to Elizabethan Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. Topics in Literature Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) European Literature: From the Renaissance to the Modern Period Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) European Literature: Homer to Dante An introduction to selected texts of literary and historical importance that yield an understanding of our Western heritage and contemporary American world views. Themes could include the emergence of a national identity the shaping of a collective American memory, and the contributions to American thought by women and people of color. Readings in American Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) Topics Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) Studies in Modern Fiction Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) American Literature Since 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) American Literature Before 1920 This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) Quantitative Journalism:Computer-Assisted Reporting and Research A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor.) Introduction to the English Language The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) Advanced Creative Writing ENC 436 A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor) Women and Fiction All 400-level courses will involve some reading and study of literary criticism or: in the case of writing classes, ofwhat writers andlor composition theorists have to say about writing. ENC 382 ENC 361 ENC 351 ENC 350 ENC 347 ENC 345 ENC 341 English 1s' Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and technigues for gatheTing information. (Prereq.: ENG 225 and consent of instructor. Alternate years) Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) ENC 445 ENC 480 ENC 482 Playwriting Directed Study See description on page 92. lnternship See description on page 91. Note: The internship in Teaching Writing requires completion of ENG 225 and approval of the department chair. Independent StudyIResearch See description on page 92. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. ENC 299 ENC 399 ENC 499 See listing under Modem Languages. See listing under Modem Languages. See listing under Interdisciplinary Studies. lnternship See description on page 91. ENC 199 Internships and Independent Study Courses: THR 325 See department listingfor a description of the following approved elective: Shakespeare Taught in conjunction with ENG 338 (see above). Includes exposure to Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 438 s Critical Thinking A course to enhance the ability of students to analyze, synthesize, and evaluate claims, this course is designed specifically to strengthen critical thinking skills of entering students who are determined to need such skill enhancement by the entry critical thinking assessment. This course may not be taken by students who have passed the Critical Thinking Assessment. Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. Quantitative Reasoning/StatisticaI Literacy Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs, and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3) City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/se~cdcooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students participate in a required seminar, completing five reflective assignments designed to introduce them to a systematic, ecological way to understand how cities function. The seminar enables the student to meet the objectives of The City Perspective. Permission of instructor. No course credit. CST 100 CST 140 CST 200 CST 209 See listing under Modem Languages. Cooperative Education (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 009 ome courses help to integrate learning around topics in ways that are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty Marilyn Florian (Chair), Brian Amrnann, Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri Ludeman, Jack Osberg, Joyce Pfaff, Missy Strauch, Eileen Kaese Uzarek Health and Physical Education Faculty All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity In addition, the gifted athlete as well as the recreational participant will find ample opportunity for athletic and developmental activities. v 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 Licensure Major Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Fall: even years) HPE 356 Measurement and Assessment in HPE HPE 390 Instructional Methods and Materials (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (Fall: even years) HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Must have instructor's certification for CPR and first aid. HEALTH EDUCATION - 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 Licensure Major Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 232 Dance (Interim) HPE 254 Introduction to Development/ Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries (Interim) HPE 323 Team Sports HPE 331 Individual and Dual Sports HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 356 Measurement and Assessment in HPE HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Recommended: PHED 250, PHED 422, PHED 423, and PHED 425 (at St. Thomas). Also required: 1,500 hours of practical experience under the direction of a Certified Athletic Trainer to be completed by December 31, 2003. Internship in Athletic Training requires: BIO 103 Human Anatomy and Physiology BIO 252 Human Physiology (at St. Catherine) HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 350 Kinesiology HPE 351 Physiology of Exercise HPED 425 Advanced athletic training (at St. Thomas) HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Fall, even years) Coaching (not a major) Minnesota Board of Teaching Statute 35 12.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 101,115,210,223, 231,232,351. There is no PE teaching minor in Minnesota public schools. HPE 101, 110,114, 115,316,320,390, 450, BIO 103. PHYSICAL EDUCATION Minor Minor Health and Physical Education 15: - - HPE 450 HPE 410 HPE 390 HPE 356 HPE 320 HPE 316 HPE 115 HPE 114 HPE 110 HPE 101 personal (.5 course) (.5 course) (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) Current Health Issues (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Fall: even years) Administration and Supervision of the School Health Program (.5 course) Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment. Evaluation and development of materials included. (Fall: odd years) Instructional Methods and Materials in Health Education Sunrey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) Measurement and Assessment in HPE Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of "standardsn and pedagogy for health education, curriculum, and assessment included. (Fall: even years) School Health Curriculum A study of the psychological, social, and biological components of human sexuality (Spring) Human Sexuality An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, Spring) Health and Chemical Dependency Education Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) Health and Safety Education Modem concepts and practices of health and healthful living applied to the individual and the community (Fall) Personal and Community Health health and fitness. (Fall and Spring) A course designed to provide the knowledge and skills to mod* Fitness for Life HEALTH EDUCATION 156 Health and Physical Education HPE 340 HPE 335 HPE 331 HPE 323 HPE 275 HPE 254 HPE 232 HPE 220 HPE 210 HPE 101 (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) tion and athletic programs. (Prereq.: HPE 210. Fall) A survey of management, leadership, and decision-making for physical educa- Organization and Administration of Physical Education Programs (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years) Outdoor Education Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules, and skill development. (Fall) Individual and Dual Sports Theory and practice in team sports including history, rules, and skill development. (Spring) Team Sports Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Spring) Prevention and Care of Athletic Injuries childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) A general overview of developmentalladapted physical education from early Introduction to Developmental/Adapted Physical Education (.5 course) Theory and practice in teaching and performing American heritage and international dances. (Spring) Dance The study of the processes associated with developing motor skills relative to physical activity (Spring) Motor Learning History, principles, and philosophy of physical education and sport. (Spring) Introduction to Physical Education A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) Fitness for Life HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring) PHYSICAL EDUCATION Health and Physical Education 15; Kinesiology (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Physical Education Curriculum (.5 course) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) Physical Education Methods (7-12) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall) Physical Education Methods (K-6) Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) Measurement and Assessment in HPE The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) Physiology of Exercise Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 499 HPE 399 HPE 299 HPE 199 See description on page 92. Open only to junior or senior majors. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: HPE 473 HPE 368 HPE 365 HPE 356 HPE 351 HPE 350 - Health and Physical Education 158 H Nine courses (including HIS 495 seminar). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and Major History Faculty Jacqueline deVries (Chair), Phil Adamo, William Green, John Gregg, Don Gustafson, Chris Kimball The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community" 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. Prerequisites First-year students should enroll in one or more of the 101-104 courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. 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 one course credit) to be defended before a faculty committee. Departmental Honors Five courses, at least three of which must be upper division. Minor 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 Licensure medieval, modem Europe, U.S., and nonWestern. - An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. The Modern Non-Western World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern World A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. The Shaping of Western Civilization An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. The Beginning of Western Culture courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 220 HIS 195 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. America to 1815 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. Topics in History This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 1621462 20th Century South Asia An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. Additional readings and written assignments will be required for upper-division students. (Prereq.: Consent of instructor required for HIS 350) HIS 150/350 Cultural Conflict and Change in Latin America HIS 104 HIS 103 HIS 102 HIS 101 Transfer students planning a major must normally take at least three of their Transfer Students 160 History 19th-Century U.S. HIS 311 HIS 249 History of African American Civil Rights, 1915-1972 HIS 243 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. Topics in Women's History (See Department of Art for course description) The Designed Environment 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. History of African American Civil Rights, 1619-1915 A survey of the development of Afiican American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. 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. Topics in African American History This course examines the racial, ethnic, political and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Minnesota History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. American Legal History The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. History of the Twin Cities A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. 20th-Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 242 HIS 241 HIS 234 HIS 228 HIS 225 HIS 222 HIS 221 History 16 - HIS 348 HIS 347 HIS 346 HIS 336 HIS 335 HIS 332 HIS 331 HIS 326 HIS 323 162 History Modern China 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. (Prereq.: 100-level course or consent of instructor) Russia and the Soviet Union in the 20th Century Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. MesoAmerica: Legacy of the Conqueror peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 179 in International Studies.) A survey of Namibia and South Africa including the experience of indigenous Namibia and South Africa: A Historical Perspective 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. American Labor History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. American Urban History A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. History of U.S. Foreign Relations In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Topics in U.S. History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. American Indian History A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 474 HIS 440 HIS 381 HIS 380 HIS 370 HIS 361 HIS 360 HIS 354 HIS 352 HIS 349 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. The World and the West 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. Topics in World History With attention to class, racial, and ethnic differences among women, this class examines the changing legal, political, economic, social, and sexual status of women in Europe and North America since the Victorian period. The History of Women in the West Since 1870 A thematic and comparative examination with primary focus on Europe and North America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles, and familial roles in the Renaissance, early American, Enlightenment, and Victorian periods. The History of Women in the West to 1870 emphasizing modifications of these institutions by the Italian Renaissance and' the early years of the Reformation. A study of the scholastic tradition and the role of the Church and state, The Late Middle Ages to 1560s Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. Hellenistic Greece and Rome to 330 A.D. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. The Ancient Near East and Greece to 338 B.C. 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. Britain and the Commonwealth Since 1688 A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. Modern Germany (See Department of Art for course description) The Designed Environment History 16 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the fall term.) lnternship See description on page 91. Independent StudyIResearch See description on page 92. A maldmum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) HIS 399 HIS 499 Introduction to Computing and Communications Integrated with HON 100, this course introduces computing basics, hardware and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing. Self-Identify and Society Psychological, sociological, anthropological, and theological perspectives are used to explore the role of the individual in community and other social institutions. HON 160 HON 210 HON 100-101 Freshman Honors Seminar This is the program's introduction to the Honors Program and to collegiate scholarship. We explore an interdisciplinary mix of Western history, the Bible, English literature, and philosophical texts as we assess the Western tradition and Christianity's place within that tradition. T h e r e are two ways to graduate from the Honors Program- Graduate with Distinction or Honors Program graduate. Graduating with distinction requires satisfylng all program requirements, a 3.5 GPA, Directed Study See description on page 92. A maximum of one course in directed study may be applied to the major. HIS 299 and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the Honors Review editorial board. Students take five of the following courses and four mini-seminars. (Four mini-seminars equal one credit.) Internship See description on page 91. HIS 199 Internships and Independent Study Courses: HIS 495 164 History History of Jazz Studies not only jazz as an art form, but as an expression of culture, race, gender, creativity, and community created by jazz musicians. Philosophy of Science Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical implications of chaos and complexity. Senior Honors Seminar This capstone course explores one of three topics: the relationship of science to religion, the life and thought of C.S. Lewis, or the history and significance of Hispanic Christianity in the United States. HON 241 HON 365 HON 401 L Chemistry in Context A one-semester introduction to science through selected topics in chemistry that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing. HON 214 L The Poverty and Wealth of Nations Adam Smith published The Wealth of Nations in 1776 puzzling over the question of who's rich and who's poor. Do we have any more answers now than he did then? Emphasis in the course will be placed on understanding economic systems from around the world and how individuals make choices within this framework. This course fulfills the Social World Area 1 or 2 perspective. HON 217 I Human Community and Modern Metropolis Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions which facilitate that community. HON 212 For other interdisciplinary course listings, see International Studies. Augsburg also offers students the oppomnity to major and minor in Women's Studles, Metro-Urban Studies, and American Indian studies. dents are better prepared to become contibuting members of the global community. Dyanamic Social Systems This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of how social organizations function and adapt. HON 21 1 nterdisciplinary studies covers a broad spectrum of experience and coursework. students gain greater insight and understandmg of cultures and ~ersvectivesdifferent from their own. Through these experiences stu- - Honors Program 16: - Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian studies curriculum, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. Five courses including INS 105. At least two must be upper division. Minor In addition student must complete five electives. At least five of the courses toward the major must be upper division. Major Ten courses including; INS 105 Introduction to American Indian Studies INS 260 Contemporary American Indians HIS 326 American Indian History REL 370 American Indian Spirituality and Philosophical Thought INS 499 Capstone Project Adjunct Faculty Priscilla Buffalohead, Steve Chapman, Robert Danforth, Rick Greschyk, Sophia Jacobson, Dale Weston American Indian Literature (See Department of English for course description.) Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. ENC 216 INS 233 OJB 111, 112 Beginning Ojibwe I, I1 (See Department of Modem Languages for course description.) INS 105 Associated Faculty Eric Buffalohead (Sociology), John Gregg (History) Coordinator Eric Buffalohead American Indian Studies is a major h a t 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. 6 6 Interdisciplinary Studies INS 499 INS 495 REL 370 HIS 326 INS 332 INS 320 ART 290 INS 264 INS 260 - An independently designed research project to fulfill the capstone requirement. Independent ResearchICapstone Project This course will examine the experiences of the Dakota and Ojibwe in Minnesota from the time of contact to the present situation of both tribes. Each group's history and experiences will be studied and compared. Major historical events will be examined as well as significant events important to each group. Minnesota lndians (See Department of Religion for course description.) American lndian Spirituality and Philosophical Thought (See Department of History for course description.) American lndian History The objective of this course is to study Native American Storytelling from a cultural perspective. An appreciation of oral traditions ill 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. Native American Storytelling The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. American lndian Women (See Department of Art for course description.) Tribal Arts and Culture Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide 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 ideologies. American lndians in the Cinema This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. Contemporary American lndians Interdisciplinary Studies 16 - In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) River Politics Field Seminar This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) Building Working Relationships (See Department of History for course description.) Topics in African American History An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. The African American Experience in America The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. Introduction to Islam (See Department of Religion for course description.) Religion in African American History Coordinator The of the 'lst 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 Norma Noonan 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. This course introduces students to the range of qualitative methods available for the applied study of social issues and prepares them for a substantial research project. In separate labs, students will acquire skilk in either archival research, content analysis, interviewing, or participant observation. (Prereq.: upper division or graduate standing and at least one upper division course in the student's major, or consent of the instructors) INS 381I581 Qualitative Research Methods INS 342 INS 325 HIS 241 INS 232 INS 225 REL 231 68 Interdisciplinary Studies Metro-Urban Studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology, and other related disciplines. Memo-Urban Studies is designed to blend classroom and field experience, theory, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242) [S] HIS 222 20th-Century U.S. [WH, CT] INS 325 Building Working Relationships (WECDay) [HI, Sl PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) [Sl SPC 321 Business and Professional Speaking SPC 355 Small Group Communication (no prereq.) SPC 410 The Self and the Organization (WEC) [HI] Required electives: (2) Principles of Management (no . prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) [CT] SPC 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) [S] This course will be the only integrative course in the minor. BUS 242 Required courses: (4) Major 10 courses including: ECO 110 Economics of Urban Issues POL 122 Metropolitan Complex SOC 21 1 Community and the Modern Metropolis HIS 225 History of the Twin Cities or HIS 335 Urban American History SOC 362 Statistical Analysis or POL 483 PoliticaVStatistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar Metro-Urban Studies Faculty Gany Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO), Chris Kimball (HIS), Michael O'Neal (SOC) , Michael Shock (SWK) Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies and the general education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban Studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Interdisciplinary studies 16 - Internship See description on page 91. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. Independent Study-Metropolitan INS 399 INS 498 Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to six interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, C e n ~ a l -4merica. and the Twin Cities. Also see In tcmaiioml Studies listings. Independent Study/Research See description on page 92. (Prereq.: POL 484 or SOC 363) utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) An independently-designed course developed by a student (or group of students), URBAN STUDIES OPTIONS THROUGH HECUA INS 499 Directed Study See description on page 92. (Prereq.: POL 122 or SOC 211) INS 299 Resources Internship See description on page 91. INS 199 Internships and Independent Study Courses: The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate Minor POL 122, SOC 211, HIS 225, and two of the following: HIS 335, SOC 381, or INS 399. school are encouraged to take ECO 113 Principles of Microeconomics. SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. (Courses fulfilling The City Perspective generally meet the urbanrelated requirement.) 170 Interdisciplinary Studies - OR SPRING Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Internship (2 course credits) See description on page 91. INS 359 INS 399 The Politics of Artistic Expression Studv of the social and cultural historv 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. Internship (2 course credits) See description on page 91. INS 331 INS 399 Ill. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CILA, AND EECLA) Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 330 Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. II. CITY ARTS-SPRING Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct obsewation 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. INS 358 This "Semester in the Cities" program focuses upon the Twin Cities metro area. I. METRO-URBAN STUDIES TERM (MUST)-FALL Interdisciplinary Studies 171 - Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common val- Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): Requirements The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. 172 Interdisciplinary Studies Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modem Languages. Other Requirements Minor Four upper division courses. Major Eight courses, six of which must be upper division. Coordinator Frankie Shackelford ues, and a high degree of political, social, and economic interdependency Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. (See International Studies, Scandinavian Urban Studies Term) Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Norwegian Art and Literature: Perspectives on Social Change (See Department of Art) Scandinavian Arts (See International Studies, Scandinavian Urban Studies Term) Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) Norwegian Language and Culture Readings include dramatic works by Ibsen, Strindberg, and selected 20th century h a t i * . Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian ISynng: alternate years) The Modern Nordic Drama Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) The Modern Nordic Novel A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. Contemporary Norden lnternship See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. For degree and major requirements see page 275. NAS 499 NAS 399 NAS 299 NAS 199 Internships and Independent Study Courses: NAS 394 NAS 393 ART 382 NAS 377 NAS 372 NAS 352 NAS 351 NAS 230 Interdisciplinary Studies 17: - - I Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Norma Noonan Director Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. nternational Relations is an interdisciplinary major that offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems International Relations Major with International Business Concentration Interim courses, 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 language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,368,465 ECO 317,360,365 HIS 346,348,352,354,440,474 MKT 466 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 241 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) SWK 230 Also, the equivalent of four terms of college work in a modem language. Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. I GPA of 3.5 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete Departmental Honors Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the study abroad adviser. In addition to semester and year-long programs, summer abroad courses also provide a number of educational opportunities. Students interested in these or other external off-campus study experiences should program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, distributiodgenera1 education, and graduation requirements when approved by the appropriate program directors and faculty before departure. 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. ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem 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. Minor an honors major by the end of their junior year. International Studies 17; The International Partners Program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. INTERNATIONAL PARTNERS International study programs administered by the Center for Global Education and approved by Augsburg are listed below. For information on these programs, contact the academic programs abroad office. The center's study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students learn not only from textbooks but live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. THE CENTER FOR GLOBAL EDUCATION contact the study abroad adviser. Applications are due April 1 for the fall term or academic year, and October 15 for the spring term. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study. 76 International Studies International study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the Center for Global Education. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different fullsemester programs in Norway, Guatemala, and Ecuador. All programs emphasize the impact of social change and cross-cultural factors on the human community HECUA programs include intense language experience and field study. The cost is equivalent to full tuition, room, and board for one semester on campus, plus airfare. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Study abroad through International Partners emphasizes business, education, and social work, but is not limited to these fields. The study program may be for one year, one semester, or a summer session. Participation may be on an individual basis or as part of a student group. For further information, contact the International Partners office. The program is founded on reciprocal agreements with selected institutions of higher learning in Europe. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Latin American Literature: Before 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. SPA 356 SPA/INS/WST 399 Internship REL/WST 366 The Church and Social Change in Latin America A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and social/political transformation. POL/WST 359 Women in Comparative Politics-Women in Latin America An examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies, and revolution. INS/WST 31 1 Gender, Health, and Development Students reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. Conversation and Composition Improve written and Spanish language expression through discussions, debates, oral reports, journals, and compositions, including formal letters, newspaper articles, and position papers on key topics in Mexican current events. SPA 317 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Mexican instructors. (Required course. Placement level determined by program director.) Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in women's studies. Participation in the program will fulfill the IA general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem language skill credit. Application deadline is April 1. This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and leam first-hand from both women and men who are involved in struggles for sustainable development and social change. CROSSING BORDERS: GENDER AND SOCIAL CHANCE IN MESOAMERICA (MEXICO)-FALL International Studies 17 Latin American Literature: Before 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. SPA 356 HIS 350 REL 313 Environmental Theology and Ethics POLIWST 341 Environmental Politics Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development. Conversation and Composition Improve written and Spanish language expression through discussions, debates, oral reports, journals, and compositions, including formal letters, newspaper articles, and position papers on key topics in Mexican current events. SPA 317 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placement level determined by program director.) Participation in the program will fulfill the IA general education perspective credit, and a Spanish course will fulfill one modem language skill credit. This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline is Oct. 15. SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING SPA/REL/INSIWST 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 100 hours of community service required. 78 International Studies - The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Namibia and South Africa: A Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa, and the war for independence. Political and Social Change in Namibia: Liberation, Decolonization, and Nation Building 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. Internship INS 312 REL 346 HIS 346 POL 353 INS 399 Participation in the program will fulfill the LA general education perspective credit. REL 346 will fulfill one CF3 perspective credit. This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL REL/INS/WST 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. SPAIINSIWST 399 lnternship Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 100 hours of community service required. Learn about different approaches to environmental ethics in Latin America, including indigenous, Jewish and Christian perspectives, liberation theology and ecofeminism. international Studies 17 - Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. Church and Social Change in Latin America This course explores the role of religion in Latin American societies, past and present, given the factors of political oppression and social injustice. Students examine the "theologies of liberation." ECO 495 REL 366 RE1 346 will fulfill one CF3 perspective credit. Participation in the program will fulfill the IA general education perspective credit and This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Oct. 15. NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. HIS 350 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Guatemalan instructors. (Placement level determined by program director.) Participation in the program will fulfill the IA general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem language skill credit. This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Application deadline is April 1. SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA)-FALL OR SPRING 180 International Studies Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Political and Social Change in Namibia: Liberation, Decolonization, and Nation Building 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. Roots and Realities of Racism in Southern Africa and the USA: A Comparative Examination This course explores historical parallels of the development in southern Africa and in the US, 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. Internship REL 346 POL 353 HIS 440 INS 399 Norwegian Language Scandinavia in the World Scandinavian Art and Literature: Perspectives on Social Change Urbanization and Sustainable Development in Scandinavia Independent Study (Students may choose either INS 372 or 499) INS 372 INS 377 INS 393 INS 394 INS 499 Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The cuniculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of social democracy. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. April 1. SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. INS 312 International Studies 1 Wealth, Poverty, and Community Development: Critical Social Issues Independent Study INS 363 INS 499 Internship Independent Study INS 399 INS 499 Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants will conduct a variety of field projects in small groups to learn about the environment and development efforts. Students gain hands-on experience field placements with organizations working in the Guatamalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community. Each student carries out an independent study project on a topic of personal choice, which includes field research. Oct. 15. ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA: GUATEMALA AND CUBA (EECLA)-SPRING (2 course credits) Community Participation for Social Change INS 366 The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Eduadorian 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. April 1. COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL Development in the Latin American City INS 362 INS 2611386 Spanish in the Field The "Politics, Development, and the City" program explores historical and current issues related to rural-urban migration, industrialization, government policies, and effects on human communities. Students engage in dialogue with Latin American faculty, activists, and leaders from local communities to understand local conditions and efforts at social change. Learning is made vivid through field projects and interactions with organizations working on urban issues. A "Spanish in the Field course facilitates language learning directly related to content. April 1. POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND ECUADOR-FALL 82 International Studies - The Ethics of Development: Local and Global Implications Spanish in the Field (advanced-level language course) Independent Study Project (students chooses topic) INS 385 INS 386 INS 499 Politics o f Conflict and Transformation Internship INS 317 INS 399 See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MANAGEMENT INFORMATIO SYSTEMS (2 course credits) Northern Ireland: Building a Sustainable Democracy INS 316 The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Oct. 15 NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANGE- SPRING Social Dynamics and the Environment INS 384 International Studies 18 M Students may choose coursework supporting study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg's urban Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem-solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. athematics is the study of smcture 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 may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale defending a coherent program of study, typically relating mathematics to another discipline. A minimum of three upper division MAT courses are required. Note that MAT 331 does not apply toward the major but is a recommended general education course for majors. Nine mathematics courses: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 271 Discrete Mathematical structures MAT 324 Analysis MAT 373 Probability and Statistics I MAT 3 14 Abstract Algebra or a modeling course, either MAT 247 or MAT 385 MAT elective numbered above 200 Mathematics Major Suzanne Doree (Chair), Nicholas Coult, Rebekah Dupont, Matthew Haines, Kenneth Karninsky Mathematics Faculty location allows students to gain experience working with mathematics through internships, cooperative education, and the practicum and colloquium courses. For distinction: GPA of 3.5 in MAT courses numbered above 200,3.5 overall GPA, a project, and approval of the mathematics department. For departmental honors: GPA of 3.5 in MAT courses numbered above 200, 3.0 overall GPA, a project or independent study course, and approval of the mathematics department. Specific requirements are described in "Guidelines for Graduation with Distinction and Departmental Honors in Mathematics" available from the department. Three supporting courses: CSC 160 Introduction to Computer Science and Communication or another CSC course with departmental approval The State of Minnesota has specific licensing requirements for teachers, and 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 licensure to teach mathematics in grades 5-12 are the same as the major, with the MAT electives specified as MAT 252 Exploring Geometry and MAT 314 Abstract Algebra and the additional course of MAT 331 History of Mathematics required. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades K-8 are MPG 4 or MAT 114 Precalculus, MAT 145 Calculus I or MAT 122 Calculus for the Behavioral and Social Sciences, MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I, MAT 252 Exploring Geomeq, MAT 271 Discrete Mathematical Structures, and MAT 331 History of Mathematics. Teaching Licensure Major Also required: MAT 491 Mathematics Colloquium during junior and senior years. 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, Math Placement Croup (MPC) - At least one MAT course numbered above 200 must be taken at Augsburg. Three electives numbered above 200, at least one of which is numbered above 300, other than MAT 331. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 331. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus I1 Graduation with Distinction and Departmental Honors in Mathematics At least two MAT courses numbered above 250 must be taken at Augsburg. Two additional supporting courses from the following list or substitutes with departmental approval: BUS 331, CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, MAT 163 or MAT 173 (not both), PHY 121, PHY 122. - Mathematics 185 - Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. Students in MPG 3 or higher may not register for credit. (Prereq.: MPG 2 and a year of high school algebra. WEC-additional sessions are required) Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business and quantitative reasoning. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of Western civilization with an emphasis on connections to teaching mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3) MAT 105 MAT 114 MAT 122 MAT 131 A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Prerequisites student's MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. MAT 103 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 1may 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 186 Mathematics Numeracy for Contemporary Society An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students' life, work, and interests. Students who have completed a Quantitative Reasoning course may not register for credit. (Prereq.: MPG 3) Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160) Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3) Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 163 MAT 171 MAT 173 MAT 245 MAT 246 MAT 247 MAT 252 MAT 145, 146 Calculus I & II Concepts of calculus of one-variable functions, including derivatives, integrals, differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 132 - MAT 385 MAT 374 MAT 373 MAT 355 MAT 331 MAT 327 MAT 324 MAT 314 MAT 271 The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of instructor) Mathematics Practicum Concepts of statistics including sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373) Probability and Statistics II Concepts of probability including methods of enumeration, random variables and probability distributions, expectation, the Central Limit Theorem, and important ideas and problems of statistics. (Prereq.: MAT 245) Probability and Statistics I Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq.: MAT 146 and CSC 170 or consent of instructor.) Numerical Mathematics and Computation Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modem mathematics. An examination of the interaction between the development of mathematics and that of western civilization. Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or MAT 122 and MPG 4, junior or senior standing) History of Mathematics (See PHY 327) Special Functions of Mathematical Physics Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271) Analysis Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246, MAT 271) Abstract Algebra Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or two of the following courses: MAT 145/122, MAT 163, MAT 252, MAT 331) Discrete Mathematical Structures 188 Mathematics Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Independent StudyIResearch Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor). See also description on p. 92. See listing under Interdisciplinary Studies. METRO-URBAN STUDIES MAT 499 Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing). See also description on p. 91. MAT 1991399 Internship Internship and Independent Study courses: MAT 491 Study of an advanced topic such as complex analysis, mathematical biology, operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) MAT 395/495 Topics in MathematicdAdvanced Topics in Mathematics Mathematics 1 - Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, Donald Steinmetz Modern Languages Faculty Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. The modem languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. he Department of Modem Languages at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. T Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See majorlminor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Transfer Students Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P Majors seeking graduation with distinction must apply in the junior year. Requirements: 3.5 GPA in the major, 3.5 GPA overall, and honors thesis. Graduation with Distinction The minor consists of four courses above 21 1 (Norwegian only: 21 1 and above), including one in language and one in literature or culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Minor The major consists of nine courses above 21 1 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Major Since spring term 2001, Augsburg College no longer offers a licensure program in modem languages. A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Topics in Literature, Culture, or Linguistics Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulaly enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall) FRE 295 FRE 31 1 FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulaly building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovely of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112. WEC-additional sessions required) FRENCH (FRE) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. AMERICAN SIGN LANGUAGE (ASL) Teaching Licensure Study Abroad Modern Languages 191 - French Civilization: Historical Perspective Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) Introduction to Literature for Language Students Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) French Civilization Today the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) A study of the diversified development of the French from their beginnings to Topics in Literature, Culture, or Linguistics By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) Advanced Conversation and Composition FRE 499 FRE 399 FRE 299 FRE 199 See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: FRE 495 FRE 41 1 The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II FRE 350 FRE 332 FRE 331 192 Modern Languages CER 351 CER 350 CER 332 CER 331 Conversation and Composition CER 31 1 The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Survey of Literature: Cerman Literature from Chivalry to Romanticism Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) Introduction to Literature for Language Students Survey of cultural currents that have shaped Germany. Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) German Civilization and Culture II Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) German Civilization and Culture I Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) Topics in Literature, Culture, or Linguistics CER 295 Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212) CER 211, 212 Intermediate Cerman I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. (Fall: 111; spring: 112. WEC-additional sessions required) CER 111, 112 Beginning Cerman I, II GERMAN (CER) P Modern Languages 19 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 3 11 or consent of instructor. Fall) Topics in Literature, Culture, or Linguistics CER 41 1 CER 495 Directed Study See description on page 92. lnternship See description on page 91. Independent StudyIResearch See description on page 92. CER 299 CER 399 CER 499 NOR 21 1 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112) NORWEGIAN (NOR) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. JAPANESE(JPN) lnternship See description on page 91. CER 199 Internships and Independent Study Courses: Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modem age. CER 354 -Modern Languages 194 Conversation and Composition NOR 311 Introduction to Literature for Language Students Topics in Literature, Culture, or Linguistics Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 31 1.Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) Advanced Conversation and Composition Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) Survey of Norwegian Literature Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 499 NOR 399 NOR 299 NOR 199 See description on page 92. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: NOR 495 NOR 41 1 NOR 353 NOR 350 A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) Norwegian Civilization and Culture Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 21 1 or equivalent. Spring) Topics in Literature, Culture, or Linguistics NOR 295 NOR 331 I I _ Modern Languages 195 OJIBWE(OJB) Spanish and Latin American Culture Through Film SPA 312 Conversation and Composition SPA 31 1 Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice with emphasis on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) Spanish Expression Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) Topics in Literature, Culture, or Linguistics An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 SPA 248 Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 21 1; spring: 212) SPA 211, 212 Intermediate Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112. WEC-additional sessions required.) SPA 111, 112 Beginning Spanish I, II Courses in addition to those below are offered through various programs listed under International Studies. W SPANISH (SPA) 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. (Alternate years: 111 fall of odd years; 112 spring of even years.) OJB 111, 112 Beginning Ojibwe I, II Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem languages department and as part of the American Indian studies minor. W -Modern Languages 196 Latin American Civilization and Culture Topics in Literature, Culture, or Linguistics Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) Advanced Conversation and Composition An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) Representative Hispanic Authors Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) Introduction to Literature for Language Students A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 499 SPA 399 SPA 299 SPA 199 See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 91. Internship Internships and Independent Study Courses: SPA 495 SPA 41 1 SPA 354 SPA 350 SPA 332 - Modern Languages 19 M Trudi Anderson, Matt Barber, Bridget Doak, Sally Dorer, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Mary Horozaniecki, Ned Kantar, Kathy Kienzle, Caroline Lemen, Steve Lund, Norbert Nielubowski, Celeste O'Brien, Paul Ousley, Part-time Faculty Full-time Faculty Robert Stacke (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Merilee Klemp, Sonja Thompson Participation in a variety of Music experiences including music ensembles, musictheater productions, private lessons, some music courses, and additional Interim courses or special performances is open to students in any major area of study, with permission from the instructor. In Addition, we offer a Music minor and a Music Therapy equivalency certificate. Bachelor of Arts (Music Major) Bachelor of Music (Music Education or Performance Major) Bachelor of Science (Music Therapy major) The Department of Music at Augsburg College offers music training within the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). The Music Department offers three degree programs and four majors as follows: usic has the power to strengthen the mind, heal the body, and unlock the creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of the sophomore year. Transfer students should meet with a music adviser immediately after enrolling at Augsburg to establish an appropriate course of music study and application/evaluation process. All students interested in pursuing a music degree at Augsburg are strongly encouraged to contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Plus fulfillment of recital requirements as given under each specific degree and major Materials of Music I Materials of Music I1 Aural Skills I Aural Skills I1 Materials of Music 111 Materials of Music IV Aural Skills 111 Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency MUS 101 MUS 102 MUS 111 MUS 112 MUS 201 MUS 202 MUS 21 1 MUS 212 MUS 231 Core Curriculum for all Music Degree ProgramsIMajors Fine Arts Coordinator Cathy Anderson Rick Penning, Nicholas Raths, Angela Wyatt Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocavgeneral or instrumentavgeneral emphasis. In addition to applying to the music department, bachelor of music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.5 in all music courses is necessary for the music education licensure program. Music Education M a j o r H BACHELOR OF MUSIC Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury For acceptance to any music major degree program, students must: submit an application for admission prior to spring juries of the sophomore year or as soon as possible after enrolling at Augsburg submit a copy of a current academic transcript and any transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Two quarter course credits of performance studies in the major instrumentlvoice (first year) One of the following two areas of emphasis: Vocal emphasis-MUS 251,252,253, 254 Instrumental e m p h a s i ~ n course e credit of music elective One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting Requirements Core cuniculum plus: MUS 341 Basic Conducting (.5) MUS 358 Half junior recital MUS 459 Full senior recital HPE 115 Health and Chemical Dependency Education INS 105 or Intro. to Amer. Indian Studies INS 260 Contemporary American Indians EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 220 Educational Technology EDC 310 Learning and Development EDC 315 Critical Issues in Education Seminar ESE 300 Readinwriting in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485,487 Student Teaching MUS 359 Music Methods: ChoraWocal (.5) MUS 356 Music Methods: Brass/Percussion (.25) MUS 357 Music Methods: Woodwinds (25) MUS 355 Music Methods: Strings (.25) Music 19! - Two quarter course credits and six half course credits of performance studies in the major instrurnentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrurnentlvoice Improvisation competency on major instrurnentlvoice (may be fulfilled by MUS 129) Pass piano proficiency test Emphasizes intensive work in performance, supplemented by other courses in music and the liberal arts. The program is made available only to students of exceptional perfonning ability who are selected on the basis of an audition/interview application process. The bachelor of music performance program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions. Music Performance Major BACHELOR OF MUSIC Achieve a cumulative GPA of 2.5 in all music courses and in the major instrumentlvoice Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major instrumentlvoice Pass three music repertoire tests Pass piano proficiency test Four semesters in a non-credit small Augsburg ensemble on the major instrumentlvoice Four quarter course credits in a major Augsburg ensemble plus four semesters of departmental ensemble work as assigned by the student's academic adviser and studio instructor. Or, for piano or guitar emphasis: Instrumental emphasis-one and one half course credits of music electives, one methods course for major inshument Four semesters in a non-credit small Augsburg ensemble on the major instrumentlvoice Pass three music repertoire tests Piano or organ emphasis-MUS 436,456, one course credit of music elective One of the following three areas of emphasis: Vocal emphasis-MUS 251, 252, 253, 254, 435, EDS 359, one course credit of music elective Requirements: 14.5 course credits Core curriculum plus: MUS 358 Full junior recital MUS 459 Full senior recital Eight quarter course credits in a major Augsburg ensemble on the major ins trumentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir) Two full course credits of performance studies in the major instrumentlvoice (fourth year) Four half course credits of performance studies in the major instrumentlvoice (second and third year) !00 Music Requirements: 23 course credits Core cumculum plus: MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311 or 312 Composition I or I1 MUS 372,373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half senior recital EDC 4 10 The Special Needs Learner PSY 105 Principles of Psychology PSY 362 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 356 Music Methods: Brass and Percussion MUS 357 Music Methods: Woodwinds MUS 358 Music Methods: Strings Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B. S. in music therapy is minimally a 4 1/2 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Music Therapy Major BACHELOR OF SCIENCE Eight quarter course credits in a major Augsburg ensemble on the major instrumendvoice Eight quarter course credits of performance studies in the major instrumendvoice Core curriculum plus one full credit music elective plus MUS 458 (Senior Recital) and two additional music credits Requirements 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 musicrelated business fields most often choose this course of study. Music Major W BACHELOR OF ARTS Achieve a minimum grade of 2.5 in all music therapy courses Pass three music repertoire tests Pass piano, guitar, and vocal proficiency tests Two semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumendvoice and residency at Augsburg Eight quarter course credits of performance studies in the major instrumendvoice One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design, Procedure, and Analysis I Strongly recommended: MUS 359 Music Methods: Vocal Music 201 -- - Requirements: 8 credits MUSBUS 105 The Music Business: Marketing, Promotion, Publishing, Recording 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 indusq. The minor is a collaborative program between the Music and Business Departments. Music Business Minor Candidates must submit an application for admission prior to spring juries of the sophomore year. Pass one music repertoire test Four consecutive quarter courses in a major ensemble concurrent with four quarter courses of performance studies on the major instrumendvoice One additional music course. One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 Requirements: 6 course credits Materials of Music I, I1 MUS 101, 102 MUS111,112 AuralSkills1,II MUS 341 Basic Conducting For acceptance to the degree program, equivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and transferred credits with the application The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, individual requirements will be outlined by the director of music therapy There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. Music Therapy Equivalency/ Certification Program All of the above courses plus two additional Music course credits beyond MUS 105 and MUS 295 (maximum of 1 credit in MUE andlor MUP courses). One of the following: MUSBUS 295 Topics: Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship Music Minor Pass three music repertoire tests Pass piano proficiency test ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I MUSBUS 399 Internship Approved for the Music Business Minor Four semesters in a non-credit small Augsburg ensemble on the major instrumendvoice 202 Music These musical organizations are open to music majors, music minors, and nonmusic majors. All music students are required to participate in a major ensemble on their major instrument (where possible) during their time at Augsburg College. Ensembles (MUE) An honors project could include but is not limited to one of the following: writing and defending a senior thesis; presenting a recital beyond that required by a degree; composing a work not less than 15 minutes duration; conducting a concert; or a project that combines any or all of the above listed projects in a manner appropriate to a student's degree area. A transcript showing a cumulative GPA of 3.0 or higher in all music courses An outline of the student's participation in departmental activities demonstrating leadership, musical goals and high musical standards. A proposal for an honors project Students may qualify for departmental honors by submitting a petition to the music faculty before the end of the first semester of the senior year. The petition for honors should include: Departmental Honors submit the studio insmctor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury. Private instruction in voice, piano, organ, or any instrument is available for all students in the following categories: No credit-l/2 hour lesson, 3 hours of practice per week 114 course credit-1R hour lesson, 4 hours of practice per week 1/2 course credit-1 hour lesson, 8 hours of practice per week Lessons for credit require: Private lessons Jury examination at the end of each semester Attendance at departmental student recitals and master classes Attendance at concerts and recitals Performance Studies (Private Lessons) While the music department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, the Augsburg Chamber Orchestra, the Augsburg Choir, Masterworks Chorale, Men's Chorus, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Ensemble requirements are fulfilled by participation for the entire year. One quarter course credit per semester is granted to members of major ensembles (MUE 111, 112, 121,141); other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit with audit (V) designation. A maximum of two course credits in an ensemble may be counted toward graduation requirements. Auditions for membership in ensembles are scheduled during the first week of the school year or by arrangement with the individual ensemble director. Music 20 - Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog and repertoire lists. Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrument/voice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a padfail grade. Student Recitals A semester of study consists of 14 weeks of lessons, coaching, and a jury examination. Music majors and minors are required to register for music lessons for credit (quarter, half, or full credit depending on year of study and degree being sought). Credit is granted only for study with faculty members of the Augsburg College Department of Music, and private instruction for credit is graded traditionally Lessons for non-credit: Students may take private lessons for no credit and are not required to fulfill the performance and listening requirements. !04 Music Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Music Repertoire Tests All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Piano Proficiency EXAMINATIONS B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B. A. and B. S. degree senior recitals (MUS 458) will be one-half hour in duration. MUS 31 1 MUS 212 MUS 21 1 MUS 202 MUS 201 MUS 112 MUS 111 MUS 102 MUS 101 (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Composition 1 Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) Aural Skills IV Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) Aural Skills 111 Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0) Form and Analysis Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) Materials of Music 111 Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) Aural Skills 11 Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (Prereq.: Aural Skills Placement Test to be given in the first week of class) Aural Skills I Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a grade of 2.0 or higher) Materials of Music 11 Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test to be given in the first week of class) Materials of Music I THEORY AND MUSICIANSHIP Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule or the music department for course offerings in each term. Music 20 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) The Music Business: Marketing, Promotion, Publishing, Recording Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,201) History and Literature of Music II A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102, 201) History and Literature of Music I Relationship between music of each period and the other fine arts. For nonmusic majors. Introduction to Music and the Fine Arts An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as BUS 105. An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of Music-Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. MUSITHR 235 Skills of Music Theatre MUS 232 MUS 231 MUS 130 MUS 105 (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Choral Conducting Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) HISTORY AND LITERATURE MUS 344 MUS 342 Basic Conducting MUS 341 (.5 course) Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporaly techniques, atonal systems, and larger forms are studied and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) MUS 312 !06 Music Worlds of Music MUS 320 Music o f the Romantic Period (Prereq.: MUS 231, 232) Music o f the 20th Century (Prereq.: MUS 231, 232) Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) MUS 333 MUS 334 MUS 432 MUS 435 (.5 course) (.5 course) (.5 course) Music of t h e Classical Period (Prereq.: MUS 231, 232) MUS 332 (.5 course) Music of the Baroque Era (Prereq.: MUS 231, 232) MUS 331 Thefollowing four half courses are extensive studies of special eras in the history of music: A survey of non-Western musical cultures. History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 241 Music 20 Independent Study (-5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 498 Directed Study See description on page 92. lnternship See description on page 91. lndependent StudyIResearch See description on page 92. Open only to advanced students upon approval of the faculty. MUS 299 MUS 399 MUS 499 Class Voice (.25 course) Fundamentals of tone production and singing. Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessary to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 152 MUS 155 MUS 158 MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Improvisation in Music (.O course) Basic improvisational skills within a jazz combo format. Open to Instrumentalists and vocalists. MUS 129 TECHNIQUE lnternship See description on page 91. MUS 199 INTERNSHIPS AND INDEPENDENT STUDY COURSES Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing, and performing. (Prereq.: MUS 231, 232) MUS 436 108 Music Junior Recital MUS 358 (.O course) One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. Senior Recital MUS 459 Human Identity through the Creative Arts MUS 272 MUS 373 MUS 372 Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Psychological Foundations of Music II 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. Psychological Foundations of Music I (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. MUS 274, 275 Music Therapy Practicums 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. Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 271 MUSIC THERAPY B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. (.O course) Senior Recital MUS 458 B.M. candidates only. One-half hour recital at repertoire Level 111 for music education majors, one hour recital at Level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. (.O course) Piano Pedagogy (.5 course) Principles, methods, materials, and techniques for teaching piano. Survey of various pedagogical schools of thought. MUS 456 Music 20 (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. Human Identity through the Creative Arts MUS 479 (.5 course) Full-time placement in an AMTA-approved internship site for six months. (1040 hours) Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: completion of all other graduation requirements, including all proficiency exams and music repertoire tests) Music Therapy Clinical Internship Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests) (.25 course each) Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. Music Therapy Senior Seminar See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 474,475 Music Therapy Pradicums MUS 473 MUS 472 MUS 374, 375 Music Therapy Practicums 110 Music Augsburg Choir ( 2 5 course) Riverside Singers o f Augsburg (.25 course) Vocal Chamber (.O course) Masterworks Chorale (.25 course) Orchestra (.25 course) String Ensemble (.O course) Woodwind Chamber Music (.O course) Concert Band (.25 course) Brass Ensemble (.O course) Jazz Ensemble (.25 course) Percussion Ensemble (.O course) Piano Ensemble (-0 course) MUE 112 MUE 113 MUE 114 MUE 121 MUE 122 MUE 131 MUE 141 MUE 142 MUE 143 MUE 144 MUE 145 While the department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Some instruments are available for use by students. MUE 111 These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appro-priate faculty. For Jazz Ensemble membership, preference is given to Concert Band members. ENSEMBLES (MUE) Music 21 - Baritone Tuba Percussion Organ Harp Improvisation MUP 142-442 MUP 143-443 M UP 144-444 MUP 152-452 MUP 159a MUP 161-461 MUP 171-471 MUP 181-481 MUP 191-491 MUP 192-492 MUP 122-422 Viola MUP 123-423 Cello MUP 124424 Bass MUP 131-431 Oboe MUP 132-432 Bassoon MUP 133-433 Clarinet MUP 134434 Saxophone MUP 135-435 Flute A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise except for illness immediately prior to A semester of study is 14 weeks of lessons and coaching. Note carefully the following provisions: Trombone MUP 141-441 MUP 121-421 Violin Credit is granted only for study with members of the Augsburg Department of Music. the lesson, the student will forfeit the right to a make-up lesson. Guitar Piano accompanying Piano Trumpet MUP 137-437 Horn are individualized to meet the experience, ability, background and goals of the student. Students may register for 0.00 credits; 0.25 credits; or 0.5 credits in accordance with their specific degree requirements (see Music Department Student Handbook for music degree and variable credit performance studies requirements.) MUP 111-411 Voice H LESSONS Performance Studies courses are available to music majors and non-majors and Performance Studies at Augsburg College provide a unique opportunity for students to study on an individual basis with artistlteachers who are active performers in this region and beyond. PERFORMANCE STUDIES (MUP) !12 Music The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Teaching Licensure Major Coordinators Karen Ballen (Biology), Sandra Olrnsted (Chemist~y),Jeff Johnson (Physics) Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. he natural science licensure program - for teachers is designed to provide smong preparation for science teaching and to satisfy Minnesota licensure requirements. T Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology CHM 351,352 Organic Chemistq I, I1 One math course: MAT 114, 122, 145, or 163 Biology Major (for licensure in biology 5-12) Broad base requirements, plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Broad Base Requirements GEO XXX Introductory Geology PHY 101 Introductory Astronomy PHY 106 Introductory Meteorology BIO 113 Introductory Organisma1Biology BIO 114 Introductory Genetics, Evolution, and Ecology PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, 11 CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 - 121, See listing under Modem Languages. NORWEGIAN See listing under Interdisciplinary Studies. One year of general physics-PHY 122 Two courses from: CHM 364,367,464,470,481,482 Chemistry Major (for licensure in chemistry 5-12) Physical Science Broad Base Requirement, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 CHM 351 Organic Chemistry I CHM 352 Organic Chemistry I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, I1 Physical Science Broad Base Requirement BIO 113, 114,215 PHY 101,106 Geology One year of general chemistry-CHM 105,106 or CHM 115,116 Two additional physics courses above 122; PHY 261 recommended Physics Major (for licensure in physics 5-12) Physical Science Broad Base Requirement, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory '14 Natural Science Teaching Licensures Nursing Faculty Cheryl Leuning (Chair), Ruth Enestvedt, Meny Beth Gay, Sue Nash, Pamela Weiss, Linda Holt, Beverly Nilsson (Emerita) Augsburg's nursing program, leading to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. The bachelor's degree equips nurses with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at Augsburg also provides educational opportunities to increase their skills in critical thinking, clinical investigation, and decision-making that prepares them to handle challenging new positions in today's health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through the entire life span for people of diverse cultures and socioeconomic levels. he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the health care field. T Courses in the nursing major are offered on weekends with practicum courses requiring additional weekday time. More time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with the program coordinator from the Department of Nursing for program planning. The program has been planned so that the major can be completed within two academic years; however, students may pursue their studies at a slower pace. A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level I1 courses of study are required. Students also must complete Augsburg's residence and general education requirements. Major Nine courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 405 Leadership and Management: Theory and Practice NUR 410 Community Health Nursing I NUR 411 Community Health Nursing 11: Practicum PHI 380 Ethics of Medicine and Health Care - NUR 305 Nursing majors can complete the baccalaureate at the Minneapolis and Rochester sites. Students can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing courses at Augsburg are available only through Weekend College. Classes usually meet on alternate weekends for one 3 1/2 hour time block. Clinical practice usually occurs on weekdays. 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 this degree. Options for Completing the Degree 6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record. 5. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. Augsburg or at another accredited college or university. Contemporary Nursing I: Communication Introduces 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. 4. Prerequisite course content: The following content must have been completed with a minimum grade of Z.O-chemistry, anatomy and physiology, microbiology, English composition, sociology, and psychology. These courses may be taken at 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate degree or diploma nursing program with a 2.5 overall GPA. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Departmental Honors !16 Nursing Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 3) Contemporary Nursing Ill: Families Provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and function throughout the life span. The role of the nurse in family health care is examined. (Prereq.: NUR 306, 350) LeadershipIManagement: Theory and Practice 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. Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, and communities. Community Health Nursing II: Practicum* Provides clinical experience in community-based health care delively systems. Students will apply nursing process, teaching~learningtheory, and basic public health principles with culturally diverse clients. (Prereq.: NUR 310) NUR 350 NUR 403 NUR 405 NUR 410 NUR 41 1 Independent StudyIResearch See description on page 92. * This course involves an additional clinicalfee. Note: I f NUR 41 1 is not taken immediatelyfollowing NUR 410, students are required to consult withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to audit courses. NUR 499 Topics in Nursing 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. Independent Study: Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 330 NUR 432 Contemporary Nursing II: Paradigms in Nursing An introduction to the idea of theory-based nursing practice. Nursing theory and conceptual models for nursing practice are studied and then utilized in a patientlclient situation. NUR 306 Nursing 21 P Philosophy Major Eight courses including: PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 285 Intro. to Formal Logic and Computation Theory PHI 343 History of Philosophy 111: Early Modem and 19-Century Philosophy PHI 344 Twentieth-Century Philosophy Philosophy Faculty David Apolloni (Chair), Markus Fuehrer, Bruce Reichenbach The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by philosophers from the past and present. hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the "big" questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Philosophy Minor Five courses, including two from PHI 241,242,343, and 344. 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. Departmental Honors In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing on page 118. Major in Computational Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. PHI 242 PHI 241 PHI 175 PHI 125 PHI 120 PHI 110 Introduction to Philosophy studen& 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) History of Philosophy II: Medieval and Renaissance Philosophy Central philosophical questions that concerned the Greek philosophers 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, from Thales to Plotinus. History of Philosophy I: Ancient Creek Philosophy Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. Then consideration is given to the nature and history of romantic love and its relationship to sex. Philosophy of Love and Sex 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. A philosophical study of the role of human understanding, emotions, and Ethics and Human Identity 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. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Ethics This course introduces students to typical philosophical questions (like 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 Philosophy 21 Philosophy and the Arts Class discussion of philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of "work 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. PHI 365 PHI 355 PHI 350 PHI 344 PHI 343 PHI 300 The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 399 or one course in natural science) Philosophy of Science A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of reality, the self, and recommendations on how to live. Asian Philosophy 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? Philosophy of Religion A survey of major philosophical schools in the twentieth century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy. History of Philosophy IV: Twentieth-Century Philosophy The major rationalists of the 17' century (Descartes, Spinoza, Leibniz), the major empiricists of the 18' century (Locke, Berkeley, Hume), Kant's synthesis of rationalism and empiricism, and 19' century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). History of Philosophy Ill: Early Modern and l%h-Century Philosophy Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and principles underlying individual rights and responsibilities in business. Business Law and Ethics An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 2851385 Introduction to Formal Logic and Computation Theory PHI 260 220 Philosophy Existentialism The course lays out 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. Ethics of Medicine and Health Care Studies in the writings--both philosophical and literary-f prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Topics in Philosophy Advanced studies. covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343,344, or consent of instructor. Offered annually) Internship See description on page 92. Independent StudyIResearch See description on page 91. Internship See description on page 92. Directed Study See description on page 9 1. See listing under Health and Physical Education. PHYSICALEDUCATION PHI 499 PHI 399 PHI 299 PHI 199 Internships and Independent Study Courses: PHI 410 (See description for PHI 285/385) PHI 3851285 Introduction to Formal Logic and Computation Theory PHI 380 PHI 370 Philosophy 22 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, computer 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 with some degree of comprehension. p hysicists . . are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science, and space exploration. Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics BACHELOR OF ARTS Jennifer Posch Physics Research Staff Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Jasperson, Jeffrey Johnson, David Venne, J. Ambrose Wolf Physics Faculty The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Solid State Physics, 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. One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, I1 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory I1 PHY 486 Quantum Physics I BACHELOR OF SCIENCE PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121,122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. A GPA of 3.5 in physics and 3.3 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. Departmental Honors A GPA of 3.7 in physics and 3.5 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. Graduation with Distinction Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. 18 course credits. It is the same as the B.S. major, with the addition of PHY 330 and PHY 430, and the omission of the elective physics course. Physics Major with Concentration in Solid State Physics BACHELOR OF SCIENCE Physics 22 Introductory Astronomy PHY 101 PHY 103 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 111 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Fall, spring) the course traces the development of scientific thought from early civilization to the present day Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) A descriptive course covering our solar system, stars, and galaxies. In addition Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. SCI 110 Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, 11 Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 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. 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. Sigma Pi Sigma Society of Physics Students Teaching Licensure Major - Physics 224 PHY 261 PHY 245 PHY 122 PHY 121 PHY 116 PHY 114 PHY 106 lntroductory Meteorology AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) Electronics An introduction to modem 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 one-and-one-half hour laboratory. Prereq.: PHY 122. Fall) Modern Physics A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) General Physics II A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) General Physics I An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3 . Fall) Introduction to Physics admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratoflecture periods. Prereq.: elementary education major and MPG 3 . Fall, spring) A practical and hands-on approach to earth and space science for students Earth Science for Elementary Education Teachers A survey of the basic principles of the Earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) Physics 22 Introduction to Space Science pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) A survey of Earth's space environment including solar, planetary, magnetos- PHY 363 PHY 362 Mechanics II PHY 352 The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) Electromagnetic Fields I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed, including Molecular Beam Epitaxy, Sputtering, Diffraction methods, finnel and Force Microscopy and various magnetomew methods. (Three one-hour lectures. PHY 245 and PHY 351. Spring) A study of the physics of thin (magnetic) films, covering the entire range from Thin Films: Preparation Techniques and Methods for Structural and Magnetic Characterization PHY 351 PHY 330 Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHYIMAT 327 Special Functions of Mathematical Physics PHY 320 !26 Physics Plasma Physics PHY 420 Introduction to Solid State Physics A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Spring) Quantum Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prerequisite: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 499 PHY 399 PHY 299 PHY 199 See description on page 92. Open to juniors and seniors with departmental approval. Independent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. lnternship Internships and Independent Study Courses: PHY 486 PHY 430 Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. (One three-hour laboratory and one seminar hour per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 396 Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory work and participation in physics seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) PHY 395 Physics 22 F Providing work in several subfields of political sciene, the major suppIies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy psychology, economics, history, and sociology to the study of politics. irmly in the liberal arts tra. grounded dition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an Departmental Honors Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Required elective-ne of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 PoliticaVStatistics/Methodology POL 484 Political Analysis Seminar Milda Hedblom (Chair), Andrew Aoki, Mary Ellen Lundsten, William Morris, Nonna Noonan, Joseph Underhill-Cady Political Science Faculty area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 3 12 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division course Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. Teaching Major in Political Science and Economics Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Minor honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. See the class schedule for precise listing of terms in which courses are offered. 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. (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Political Science Areas In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. 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 Education Courses: EDC 200 Orientation to Education (required for licensure) EDS 375 Social Studies Methods-capstone course (required for licensure) Political Science 22! - American Government and Politics Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy Includes case studies of the Twin Cities metro area. American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and Ostakeholders are trying to achieve sustainability in the watershed. Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing.) POL 121 POL 122 POL 124 POL 241 POL 323 POL 325 POL 326 POL 342 I. AMERICAN GOVERNMENT AND POLITICS !30 Political Science Media Law (See Section IV for description.) Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) POL 375 POL 421 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries valy. (Prereq.: one course in political science or consent of instructor) Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 350 POL 351 POL 359 POL 459 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 160 POL 363 Ill. INTERNATIONAL POLITICS Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 158 II. COMPARATIVE POLITICS AND ANALYSIS Constitutional Law (See Section IV for description.) POL 370 Political Science 23 0 0 y.4 r K ,aO 2 O G v, - n w $ 2 5. 8 s 3 2. z0 zg g* 9%g ;gg. 2.2 E$Cn zg 0g g.,gg -.g Z g m 2 5'4 2 In 5' n 5 $ w c ail % g 7 0 2g.g 3, 5' C g 5g.z m e - . , pl F -EagB a,, ~ ~ ,3 LI. g- - %3w %0.gcron , K? & gCK5 5 . q g~ -'C g m g 50 3 g.2 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. .(Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Analysis Seminar Origins and evolution of Manrist theory and movements, emphasizing Marxism as developed in Russia and China. Considers the political, social, and economic dimensions, and changing role of Manrist doctrines in society. (Prereq.: POL 158 or consent of instructor) Marxist Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) Topics in Democratic Theory Lower Division Seminar Selected topics. Consult department chair concerning terms and subject matter. Seminar 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. Seminar in Political Statistics and Methodology Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 499 POL 399 POL 299 POL 199 See description on page 92. Independent Study/Research See description on page 91. lnternship See description on page 92. Directed Study See description on page 91. P/N grading unless internship supervisor grants exception. lnternship Internships and Independent Study Courses: POL 495 POL 483 POL 295 VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 484 POL 382 POL 381 Political Science 23 - ~ Bridget Robinson-Riegler (Chair), Grace Dyrud, Emily Hause, David Matz, Nancy Steblay Psychology Faculty Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizationalpsychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg's active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community The curriculum's emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. P Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. *For WEC students, PSY 360 is recommended, not required, hence the WEC major is 10 courses not 10.5 Majors are strongly encouraged to take more than the rninimuml0.5 required psychology courses; no more than 13 course credits can count for graduation. Electives (3 courses in psychology) At least one course from the following: PSY 357 Behavioral Analysis PSY 359 Assessment PSY 363 Sports Psychology PSY 368 Behavioral Healthcare PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology Professional Perspectives (2 courses) PSY 399 Internship At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology Foundations of Psychology (5.5 courses) PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 215 Research Methods: Design, Procedure, and Analysis I PSY 315 Research Methods: Design, Procedure, and Analysis I1 PSY 360* Psychology Laboratory (.5) The major is 10.5* courses Major The Individual in a Social World A scientific investigation of social issues, with analysis of both individual and group factors. Topics include media, prejudice, conformity, legal processes, and consumer issues. Research participation is required. (This course does substitute for PSY 105 as a prerequisite to upper division psychology courses.) Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 105 Five courses, including PSY 102 or 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399, and 499 may be counted. Minor PSY 102 Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strength- Concentration in Social Psychology GPA of 3.0 in the major and 3.5 overall, and completion of a high-quality research project culminating the major program. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Successful completion of departmental honors in psychology automatically qualifies the student for graduation with distinction from the college. Departmental Honors/Craduation with Distinction 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. en a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. WEC psychology courses are offered only on an alternating year basis. All psychology majors must have an adviser in the psychology department. Psychology 23' - PSY 355 PSY 354 PSY 353 PSY 352 PSY 351 Psy 335 PSY 325 PSY 315 PSY 215 PSY 201 Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215) Biopsychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215) Cognitive Psychology Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly. (Prereq.: PSY 102 or 105) Aging and Adulthood Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105) Adolescent and Young Adult Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) Child Development Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: Psy 102 or 105) Psychology and Law Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215) Social Behavior Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the term immediately following PSY 215. PSY 215 may be taken for one course credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher, ENG 111) Research Methods: Design, Procedure, and Analysis I1 Part I of a two-term sequence. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 102 or 105, MPG 3) Research Methods: Design, Procedure, and Analysis I Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 102 or 105) Health Psychology 236 Psychology Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105) Behavior Analysis Principles of lea&ing/behavior change and their application to self-management, family work, school, and clinic settings. ~ndihdualizedprojects. (Prereq.: PSY 102 or PSY 105) Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215) Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent enrollment in a full credit upper-level course (designated courses will vary depending on the semester) and approval by the instructor are required. (Prereq: Psy 102 or 105) Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 102 or 105) Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 102 or 105) Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: Psy 102 or 105) Behavioral Health Care Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.: PSY 102 or 105) Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 102 or 105) Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-rnaking, group processes, and organizational change. (Prereq.: PSY 102 or 105) PSY 356 PSY 357 PSY 359 Psy 360 PSY 361 PSY 362 PSY 363 PSY 368 PSY 371 PSY 373 Psychology 23 Historical Perspectives Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 215 and junior standing) Seminar: Contemporary Issues Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or comparable course approved by instructor) Advanced Research Seminar Specific topic will be published prior to registration. (Prereq.: PSY 215 and consent of instructor) Current Topics in Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: Two PSY courses plus PSY 102 or 105) Counseling Psychology Focus on the people in psychology's history their questions and positions, from the early Greek period to the present. Emphasis on the 20thlcentury, inclusions of women and minorities, and contextual histoly. (Prereq.: PSY 102 or 105) PSY 499 PSY 399 PSY 299 PSY 199 See description on page 92. (Prereq.: PSY 330) Independent StudyIResearch See description on page 91. Participation in a concurrent seminar is required. (Prereq.: PSY 330) lnternship See description on page 92. (Prereq.: PSY 102 or 105) Directed study See description on page 91. (Prereq.: PSY 102 or 105 and one other psychology course). Internship Internships and Independent Study Courses. PSY 493 PSY 491 PSY 490 PSY 385 PSY 381 ,313 Psychology ~e1i~i;i.i111, 221, or 33 1is prerequisite to all other courses. REL 111 or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required to take two Christian Faith Perspective courses may take REL 331 as the prerequisite for other courses. I Prerequisites The Religion Department offers two majors: Religion ( E L ) and Youth and Family Ministry (YFM). Majors Beverly Stratton (Chair),Janelle Bussert, Nancy Going, Lori Brandt Hale, Bradley Holt, Rolf Jacobson, Lynne Lorenzen, Philip Quanbeck 11, Mark Tranvik Religion Faculty eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from?What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. R GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Departmental Honors Graduation with Distinction requires application to the department chair in the junior year. Specific requirements are available from the chair. Graduation with Distinction All majors must have an adviser in the department. Advising All h-ansfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last ten years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or REL 111 credit for the major. Transfer Courses Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Graduation Requirements A religion major encourages students to seek their future in the world andlor church through a sense of vocation, serving as pastors, associates in ministry, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. Through the study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expressions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. Note: Not all courses that meet Christian Faith Perspectives are REL courses and do not count toward the religion major or minor. Five religion courses including REL 111 or 331. At least two upper division courses must be taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counted toward the minor. Religion Minor Note: Seminar, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. or Option B: REL 221 Biblical Studies and three additional religion courses, two of which must be upper division. Option A: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament and two additional religion courses, one of which must be upper division. and Eight courses including: REL 111 Introduction to Theology REL 356 World Religions REL 481 Contemporary Theology REL 495 Religion Seminar Religion Major BACHELOR OF ARTS REL 309 REL 308 REL 306 REL 302 REL 301 REL 231 REL 221 REL 111 Religions 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. Religion at the Movies A study of poetry from the Christian tradition and its interpretation, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. Psalms, Songs, and Religious Poetry A study of Christian belief and paitice 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. NonWestern Christianity Historical, literary, and theological interpretation of Paul's letters, the gospels, and other New Testament writings as persuasive literature for ancient and modem communities. Prerequisite REL 111. Interpreting the New Testament An investigation of the Torah, Prophets and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modem Jewish and Christian communities. Prerequisite REL 111 and entry level critical thinking. Interpreting the Old Testament An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. Religion in African-American History The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. Not accepted for credit for students who have taken REL 301 or 302. Biblical Studies An introduction to the academic discipline of theology and to the dialogue between the church and the world that concerns Christian doctrine. Open only to freshmen and sophomores. Not accepted for credit for students who have taken REL 331. Introduction to Theology REL 111, 221, or 331 is a prerequisite for a17 other religion courses. Religion 2 - REL 363 REL 362 REL 357 REL 356 REL 353 REL 346 REL 343 REL 331 REL 320 REL 313 :42 Religion Environmental Theology and Ethics A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. Religion in America 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. Theology of the Reformers ures. Thinkers that may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Giants of Christian Faith Christian history is examined through the lives and theology of notable fig- An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. World Religions A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. Denominations and Religious Croups in America This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia semester program. Religion and Social Change in Southern Africa An examination of the nature of modem marriage and family relationships within the context of the faith and practice of the Christian church. Theology of Marriage and Family An advanced introduction to the biblical and theological foundations of the Christian faith, focusing on writing and advanced critical thinking skills. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 111 or REL 221. Foundations in Bible and Theology An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand's contemporary problems such as AIDS and the sex industry. Short-term travel seminar. Buddhism and Christianity in Thailand An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program. REL 471 REL 441 REL 425 REL 390 REL 386 REL 383 REL 374 REL 370 REL 366 The Church and Social Change in Latin America 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. Jesusand His Interpreters 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. Feminism and Christianity 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. Christian Spiritual Practices 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 modem medical technology. Theology of Death and Dying An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. Speaking of Genesis Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). Process Theology larly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences. A study of the implications for Christian theology of modem science, particu- Science and Religion 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.: ENG 111, junior standing, and REL 111, 221,' or 331) American Indian Spirituality and Philosophical Thought A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociavpolitical transformation. Taught in Mexico in short-term travel seminar or fall semester and in Central America fall or spring semester programs. Religion 24 Paul the Apostle This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: ENG 111. Fall) Seminar Selected topics in religion. Topics in Religion A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. Religion in Psychological Perspective The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. Christian Ethics An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. (Prereq.: ENG 111and REL 111, 221, or 331) Contemporary Theology An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community Judaism A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: Pass or waiver of critical thinking entry level skills test) Internship See description on page 92. Independent StudyIResearch See description on pages 91 and 246. Internship See description on page 92. Directed Study See description on page 91. Limited to special cases Philosophy of Religion Religion and Society PHI 350 SOC 360 See department listing for a description of thefollowing approved elective: REL 499 REL 399 REL 299 REL 199 Internships and Independent Study Courses: REL 495 REL 490 REL 486 REL 483 REL 481 REL 475 REL 472 44 Religion Youth and family ministry core: YFM 207 Contextual Education [required non-credit field experience] YFM 232 Peer Ministry: Principles and Leadership YFM 235 Basics in Youth and Family Ministry YFM 358 Life and Work of the Church or YFM 316 Church and Culture in Context Theology core: REL 111 Introduction to Theology REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 495 Religion Seminar Eleven courses including Youth and Family Ministry Major This major requires 150 hours of supervised contextual education (YFM 207) as preparation for a 150-hour internship (YFM 399) with a congregation or ministry organization. Students may satisfy the City perspective by taking GST 209 in conjunction with either of these experiential education components. Students are accepted into the program through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about when and how to apply for candidacy The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training, using resources of the Youth and Family Institute of Augsburg College. Youth and Family Ministry Major one formal, supervised field work experience: YFM 207 Contextual Education (noncredit requirement) YFM 399 Internship or field work with youth and families, supervised through another major and approved by the Religion department youth and family ministry coordinator. one upper division YFM course from: REL 343 Theology of Marriage and Family YFM 316 Church and Culture in Context YFM 358 Life and Work of the Church one Bible survey course from: REL 221 Biblical Studies REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament The minor consists of the following six courses REL 111 Introduction to Theology YFM 235 Basics in Youth and Family Ministry YFM 232 Peer Ministry Youth and Family Ministry Minor Note: A student with a youth and family ministry major or minor may not also major or minor in religion. and three supporting courses SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing YFM 399 Internship REL 343 Theology of Marriage and Family REL 425 Christian Spiritual Practices - YFM 399 YFM 358 YFM 316 YFM 235 YFM 232 YFM 207 Supervised practice of youth and family ministry during 150 hours in an approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2) Internship faith through Christian education and cuniculum, youth and family ministry, and parish life. A study of the role of congregations and families in shaping and nurturing Life and Work of the Church situation in Norway. Emphasis will be on the role of congregations and families in both Norway and the United States in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. Short term travel seminar, offered in the summer. A study of Norwegian culture and church life and the contemporary religious Church and Culture in Context Development of youth and family ministry in the U.S. Conceptual models and basic skills for holistic approach to youth and family ministry in a congregation. Basics in Youth and Family Ministry 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 listenerhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Peer Ministry: Principles and Leadership Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during 150 hours in an approved congregational setting. They discuss ministry issues with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two to three semesters. (Prereq.: Candidacy step #1) Contextual Education (.O course) :46 Youth and Family Ministry T Adviser Magda Paleczny-Zapp Courses are offered at Augsburg College, Harnline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. his major, offered through the Associated Colleges of the Twin Cities (ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science. Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1, as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. The current advisers are: Augsburg, Magda Paleczny-Zapp, 612-330-1761; Hamline, Karen Vogel, 651-523-2973; Macalester, Gary Krueger, 651-696-6222; and St. Thomas, Sr. Mary Shambour, 651-962-5164. Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. Faculty Advising ECO 317 at Augsburg Comparative Economic Systems is equivalent to: ECON 25 M Comparative Economic Systems ECON 349 C Comparative Economic Systems ECON 349 T Comparative Economic Systems HIS 348 at Augsburg Russia and the Soviet Union in the 20th Century is equivalent to: HIST 333 T Eastern Europe, 1914 to the Present HIST 373 H The Heart of Europe: Central & Eastern Europe in the 20th Century HIST 351 C Russia: The Last of the Romanovs, Bolshevik Interlude, and the Russian Republic See Nordic Area Studies under Interdisciplinary Studies. SCANDINAVIAN STUDIES (Lettersfollowing course numbers designate location: H=Hamline; MzMacalester; C=St. Catherine; T=St. Thomas) Students may not receive credit for the same course taken on different campuses. Since courses with similar content may not always have similar titles, students are strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one another: Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. TRACK 2 SOCIAL SCIENCES CONCENTRATION REL 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in CommunistlPost Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century REL 420 The Russian Orthodox Church HIST 60 M State and Society in Tsarist Russia is equivalent to: HIST 337 H Modem Russia from the Empire to Revolution 4 8 Russian, Central, and East European Studies 7 s An interdisciplinary social studies major is available for persons holding a bachelor's degree and seeking licensure only. 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. Social Studies Teaching Licensure Broad base requirements: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 220 America to 1815 or HIS 221 19th-Century United States or HIS 222 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Coordinator Don Gustafson tudents -preparing - to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Licensure Major Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. T Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. The Twin Cities area provides both a variety of field placements for social work students and extraordinary community resources for the classroom. The social, cultural, ethnic, and economic diversity in this metropolitan area enriches opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work (M.S.W.) degree on a weekend schedule. he social work major prepares graduates for entry-level generalist practice in the field of social work. The baccalaureate social work (B.S.W.) program is accredited by the Council on Social Work Education and leads to a bachelor of science degree. Graduates are prepared to work with individuals, families, groups, organizations, and communities building on strengths, and to develop, analyze, and influence social policy. The mission of the department is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Anthony Bibus (Chair), Vern Bloom, Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Sumin Hsieh, Barbara Lehmann, Rosemary Link, Sharon Patten, Curt Paulsen, Karen Robards, Nancy Rodenborg (BSW Program Director), Glenda Dewbeny Rooney, Michael Schock (BSW Field Coordinator), Maryann Syers (Field Education Coordinator) Social Work Faculty The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human services, global social welfare, and the methods of effective citizenship. Using this knowledge, students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and the central importance of diversity in the social fabric of our world. and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Race, Class and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each core course and a 2.0 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: With Communities and Polices SOC 265 Race, Class and Gender Social Welfare Minor (for other majors) Consult the social work department student manual for graduation with distinction requirements. Graduation with Distinction Social work majors must be granted candidacy status before the beginning of the first practicum in the junior year. Certain 300- and 400-level courses list candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core and supporting program courses below the 400 level are necessary for candidacy. Candidacy Social Work 251 - Suggested c o u r s e ~ h o o s four: e REL 231,263,342,343,353,360,363, 366,370,415,441, and 483. Social Ministries Minor in Religion Required course+hoose one: REL 111 Introduction to Theology or REL 221 Biblical Studies SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. Exploring Human Services This experiential learning course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 60 hours of work in a human service agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups. Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 230 SWK 257 SWK 260 ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. This concentration helps to focus social workers on work in church congregations or church-sponsored social programs and projects. The concentration was designed by the Departments of Religion and Social Work. The concentration is achieved by completing the following course of study: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 3 17 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) Social Ministries 252 Social Work History and the Analysis of Social Policy This course focuses on social change through community organization and influencing policies. Students build an understanding of communities, human service agencies, and policy practice in the local community. (Prereq.: senior standing or consent of instructor) Social Work Practice Ill: With Communities and Policies This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs and the contribution of social workers historically will be explored. (Prereq.: junior standing or consent of instructor) Social Work Practice I: With Individuals Field Work II: lntegrative Seminar SWK 317 SWK 402 Social Work Practice 11: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in group and family work. (Prereq.: SWK 306, SWK 307, and candidacy status) SWK 316 This is the first part of a sequence introducing students to basic research methods that social workers commonly use in their practice. Students learn not only to become knowledgeable consumers of social work research but also to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods. Research I: Fundamentals of Social Work Research and Evaluation (.5 course) Progressively-responsible, s u p e ~ s e dprofessional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) Field Work I: lntegrative Seminar Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (concurrent &th SWK 301 in day program and SWK 306 in day and WEC. P/N grading only) This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in the day program, and junior standing) SWK 307 SWK 306 H COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 406 SWK 301 Social Work 25 This course reviews professional ethical practice, organizational analysis, strategies for agency change, and client empowerment, and social work career planning. (Prereq.: Senior and candidacy status) The Social Worker as Professional Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) Field Work IV: lntegrative Seminar Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) Field Work Ill: lntegrative Seminar This is the second part of a sequence in which students learn to use evidence in evaluating whether their practice and programs are helping or harming clients. Since these courses cover the graduation skill of Quantitative Reasoning, students learn to apply techniques of statistics and data analysis in research and evaluation. (Prereq.: SWK 402 and MPG 3) Research II: Evaluation of Social Work Practice and Programs (.5 course) SWK 499 SWK 399 SWK 299 SWK 295 SWK 199 See description on page 92. lndependent StudyIResearch See description on page 91. lnternship See description on page 92. Directed Study Special themes in social work specified in subtitle. Topics: See description on page 91. lnternship Internships and lndependent Study Courses: SWK 419 SWK 41 7 SWK 407 SWK 403 !54 Social Work s Diane Pike (Chair), Eric Buffalohead, Lars Christiansen, Gany Hesser, Michael O'Neal, Tim Pippert, James Vela-McConnell Sociology Faculty Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. ociology is the study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. Students interested in community crime prevention as well as the traditional aspects of criminal justice-courts, prisons, probation, and law-will be served by this concentration in the major. Additional courses required for the concentration are: SOC 211, SOC 231, SOC 265, SOC 277 and an upper division Internship approved by the department. See Diane Pike for advising and visit the department Web site for details. Concentration in Crime and Community This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. In addition to the seven core courses, students are required to take four additional courses: SOC 211, SOC 381, SOC 399 and one additional elective. See Gany Hesser for advising and visit the department Web site for details. Concentration in Community Studies Note: SOC 399 is highly recommended. Majors must have a 2.0 or better in each required course to receive credit in the major. Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Organizational Theory SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Sociological Theory SOC 495 Senior Seminar and three additional sociology courses. - A course of study designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career and professional goals. Courses required beyond the core major requirements are: Work and Society (SOC 222), a practicum in Advanced Organizational Analysis and Development, and three courses in related fields-one from BUS 242 or ECO 113, one from PSY 373 or BUS 340, and one from SPC 345 or SPC 410. See Professor Lars Christiansen for advising and visit the department Web site for details. Concentration in Organizational Analysis and Development This concentration offers sociology majors an opportunity to examine and develop the methods and theoretical perspectives used by cultural anthropologists to study and understand the dynamics of culture. To complete the concentration, the sociology major must complete five additional courses beyond the seven core courses. Two of those courses must be SOC 241 and SOC 499. The remaining three courses must be selected one each from three course groupings: World Cultures, Anthropological Research, and Theoretical perspectives. See Eric Buffalohead for advising and visit the department Web site for details. Concentration in Cultural Anthropology 256 Sociology To complete departmental honors in sociology and graduate with distinction from the college, the student must have a minimum GPA of 3.5 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An appli- Departmental Honors/Craduation with Distinction 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 Licensure Major The intent of the social psychology concentration is to provide sociology andlor psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition to the seven required sociology major courses, students must take: PSY 105, PSY 325, SOC 399, and PSY 491. See James Vela-McConnell for advising and visit the department Web site for details. Concentration in Social Psychology Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) Work and Society Through a sociological analysis of the social and technical organization of work in capitalist society, this course explores the various meanings of work, the work ethic, the functions and schools of management, social relations at work, and the character of past and contemporary occupations and industries. Family Systems: A Cross-Cultural Perspective 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 modem cultural and social patterns. (Fall, spring) Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) Race, Class and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 21 1 soc 222 SOC 231 SOC 241 SOC 265 Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counting toward the minor. Minor SOC 121 cation for departmental honors/graduation with distinction must be completed by spring of the junior year. Successful completion of honors in socioloqualifies the student for gy graduation with distinction from the college. Sociology 25 Cultures of Violence What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on rotating schedule) SOC290 Organizational Theory What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) Religion and Society An examination of the interaction of religion and society in tenns of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 or consent of instructor. Fall) Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) Research Methods Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) Social Psychology How does society construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 349 SOC 360 SOC 362 SOC 363 SOC 375 SOC 381 SOC 300, 301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 277 258 Sociology - Topics: Senior Seminar This capstone 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. Seniors only. (Spring) SOC 495 Directed Study See description on page 92. lnternship See description on page 91. lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring) lndependent StudyIResearch See description on page 92. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SOC 299 SOC 399 SOC 498 SOC 499 See listing under Modem Languages. SPANISH lnternship See description on page 91. SOC 199 Internships and Independent Study Courses: Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 485 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: Soc 121 or consent of instructor) Sociology 259 O Speech/Communication and Theatre Arts Faculty Martha Johnson (Chair), Julie Bolton, Michael Burden, Darcey Engen, Robert Groven, Daniel Hanson, David Lapakko, Deborah Redmond Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. The Augsburg communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in their programs. Since communication careers demand a broad educational background, the department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work, sociology, or theatre arts. ur quality . . of life, both personally and professionally, depends in large part upon the quality of our communication. A . . communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Five additional electives from the following: SPC 329, SPC 345, SPC 399, SPC 495, SPC 499; THR 350, THR 360; BUS 301. BUS 302; PHI 120, PHI 241, PHI 260; POL 380, POL 326, POL 342, POL 370, POL 375; PSY 325, PSY 371; REL 383; SOC 362, SOC 363 Professional Communication Studies Emphasis Required of all communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 188 Forensics Practicum (non-credit) SPC 321 Business and Professional Speaking or THR 350 Voice for Speech, Stage, and Screen or THR 360 Interpretive Reading SPC 351 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication One of the following: ENG 223, 225, 226,227 12 courses overall-seven required core courses and five courses within one of seven emphases. For transfer students, at least six of these 12 courses must be upper division courses offered at Augsburg. Communication Major BACHELOR OF ARTS Five electives from: BUS 242, 340, 440; INS 325; MIS 175,379; PSY 373; SOC 349; SPC 329,345,399,410 Supervisory Management Emphasis Five electives from: INS 325; PSY 373,485; SOC 231,265,349,375; SPC 329,345, 399,410,480 Human Relations Emphasis Five electives from: BUS 252, 352, 355, 357,450; SPC 329,399,410,480; POL 342 Marketing Communications Emphasis Five electives from: ART 132, 224, 225; BUS 242,252,355; MIS 379; PSY 373; SOC 349; SPC 345,399,410,480; POL 342 Students interested in this emphasis are strongly urged to take ENG 227 Journahsm as part of the major. Public Relations and Advertising Emphasis Mass Communication and journalism Emphasis Five electives from the following: SPC 343, 347,348,399,495,499; ART 132,225, 330; ENG 226,227,241,327,347; POL 342,375; THR 232,325,350,360; SPClTHR 333 Five additional electives from the following: SPC 329,345,399,410,480,495, 499; ART 132,225,330; SPC 345; BUS 340,355 or 450; CSC 160; INS 325; PSY 325,371,373; SOC 265,349,375 Organizational Communication Emphasis The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Departmental Honors Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or depament chair. All day majors should plan to include at least one internship (SPC 399) as one of their electives. We encourage all majors to participate in Augsburg's interscholastic forensics program. Day students are required to attend at least two interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly For All Seven Emphases Option #2: A 20 page research paper with complete documentation (using M U Handbook as a style sheet) Option #1: A 30-40 page research paper with complete documentation (using M U Handbook as a style sheet) The project must result in one of the following options: Criteria for project: the graduation with distinction project must: be centered on a topic in the SCT majors be original and distinguished "by depth of insight, by thoroughness of research, by creativity;" build on previous coursework in the major as well as demonstrate proficiency in General Education graduation skills of writing, critical thinking, and speaking; have an outcome made public through public forum, symposium or performance; result in the product or copy of the product retained by the college and archived in the library Eligibility: Students graduating with distinction in SCT must: be a senior maintain a 3.5 GPA in the major; maintain a 3.5 GPA overall; complete an individual project that is departmentally approved according to departmental criteria for graduation with distinction; have appropriate coursework for this project; register for 499 either in the fall or spring of their senior year. Please consult with your department adviser regarding guidelines and procedures. Graduation with Distinction Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communication in Society or SPC 343 Broadcast Production I SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Communication Minor Note: The department will make attempts to provide some budget and resources (equipment, space) for graduation with distinction candidates on a firstcome, first-serve basis. However such arrangements must be made early and are purely up to discretion of the department, depending on resources available at the time. Availability of equipment, supplies, budget and other resources cannot be guaranteed. AND: the carrying out of a substantial directing project with a director's notebook, or the execution of a substantial stage or lighting design project including design renderings and models, or the execution of a substantial acting recital including role analyses; notebook, or the execution of a substantial video or film project including video scripts, story boards of video/film project Contest Public Speaking Theory and practice of speaking in formal contest situations. Students must attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain, andlor communication analysis. (Note: Students may take either SPC 111 or 112 for credit, but not both.) Forensics Practicum SPC 112 SPC 188 SPC/THR 216 Introduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either SPC 111and 112 for credit, but not both. Fall, spring) 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 2.5 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Communication Arts/Literature Teacher Licensure Major SPC 111 Note: For transfer students, at least three of these six courses must be upper division courses offered at Augsburg. Prospective minors must obtain prior approval from a communication faculty adviser. Plus one of the following: SPCJTHR 295 Topics: Screenwriting THRIENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Six courses including: ENG 241 Introduction to Cinema Art SPCJTHR 216 Introduction to 16mm Film SPCJTHR 333 Acting for Camera SPC 343 Broadcast Production I SPCJTHR 420 Issues in Contemporary Cinema Film minor Business and Professional Speaking This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) Intercultural Communication This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or 112) SPC 352 SPC 351 SPC 348 SPC 347 SPC 345 SPC 343 Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: SPC 111 or consent of instructor. Spring) Persuasion Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: SPC 111 or consent of instructor. Fall) Argumentation This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: SPC 343 or 347) Broadcast Production II A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Documentary Video 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. (Fall alternate years) Organizational Communication Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) Broadcast Production I 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. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 SPCITHR 333 Acting for Camera SPC 329 SPC 321 Interpersonal Communication The Self and the Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) ,A leadership styles and conflict management. (Spring) A study of g o u p dynamics and leadership with emphasis on decision making, Small Croup Communication messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) A study of the dynamics of human interaction through verbal and non-verbal Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. SPC 495 lnternship See description on page 91. Directed Study See description on page 92. lnternship See description on page 91. Independent Study/Research See description on page 92. SPC 199 SPC 299 SPC 399 SPC 499 Internships and Independent Study Courses. Public Relations/PromotionaI Communication Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) SPC 480 SPC/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways; and to provide a sophisticated critical apparatus to help them read film as texts and to interpret the cinema's larger societal value and impact. (Prereq: ENG 241 and JR/SR standing) SPC 410 SPC 355 SPC 354 See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 252 BUS 340 BUS 352 BUS 355 BUS 440 BUS 450 CSC 160 ENC 226 ENC 241 ENC 347 INS 325 MIS 379 PHI 120 POL 342 POL 375 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 375 THR 232 THR 325 THR 350 THR 360 T In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour- Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. he study of theatre is firmly grounded . in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speecWcommunication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Program offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Ten theatre practicum units distributed as follows: 1-5 Practicum Units in the performance area from THP 111 or THP118; 4-8 Practicum Units in the production area from THP 112, THP 113, THP 114, THP 115 or THP 116; 1-2 Practicum Units in the artistic area from THP 117, THP 119 or THP 120. Two electives from: THR 116 Creative Drama THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Eight core courses: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 328 Theahical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Ten THR courses-eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Theatre Arts Major BACHELOR OF ARTS nalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as speecWcommunication, art, English, education, music, or religion. Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPAin the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candi- Departmental Honors Majors must participate in two out of three dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Note: Some courses are offered alternate years only. Freshmen planning to major in theatre arts should begin with courses THR 116, 222, 232; sophomores: THR 228, 245, 361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365,366. Unless you are a transfer student, all eight core courses must be taken at Augsburg; therefore, careful, early planning is required. Students may take a maximum of 13 credits in the major. The following cross listed and capstone courses are encouraged, but not required: THRIMUS 235 Skills of Music Theatre THRENG 325 Playwriting THRISPC 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 or 005 is recommended to fulfill one of the lifetime sports requirements. Please note that all Theatre Practicum courses count as one theatre practicum unit except for THP 116, Stage Management (3 practicum units) and THP 115 Assistant Stage Managements (2 practicum units), because of the exceptional time requirement of these two practicum areas. Theatre Arts Plus one of the following: SPCITHR Topics 295: Screenwriting THRENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Six courses including: ENG 241 Introduction to Cinema Art SPCrrHR 216 Introduction to 16mm Film SPC 343 Broadcast Production I THRISPC 333 Acting for Camera SPCrrHR 420 Issues in Contemporary Cinema Film Minor Five theatre practicum units including THP 111plus 4 theatre practicum units from THP 112, 113, 114, 115, or 116. See note above about THP 1151116. Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Theatre Arts Minor Transfers: Transfer students are required to take a minimum of three Augsburg upper division theatre arts courses. Please refer to departmental guidelines and procedures under Speech/Communication. Graduation with Distinction dates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 11 required theatre (THR) courses (nonpracticum) : THR 116 Creative Drama THR 222' Introduction to Theatre THR 228 Introduction to Stagecraft This major, combined with secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and dance in public schools and allows them to become certified to teach at the elementary through the secondary level. The major is limited to licensure for teachers of dance and theatre arts with a theatre specialization and does not include licensure with dance specialization. All theatre courses are taught in Day School only. Recommendation for teacher licensure is granted only to students who complete the requirements for this major with a minimum grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA of 2.5 in the major. All theatre requirements must be completed prior to student teaching. For additional education requirements, see the secondary education section of this catalog and consult with the education department. Dance and Theatre Teacher Licensure Major Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history Theatre History and Criticism Dramaturgy Minor One recommended, but not required, theatre course: THR'h4US 235 Skills of Music Theatre 'THR 222 is linked to an AUG SEM course, but may be taken separately 'THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to Dance and THR/HPE 005, Modem Dance and Improvisation (non-credit Lifetime Sports classes) or an approved ACTC dance course or consent of instructor. For secondary education licensure coursework, see the secondary education section of thls catalog and consult with the education department. Also required: ESE 320 Special Methods in Teaching Theatre and Dance Five total practicum units: THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115, 116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120. THR232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 2952 Topics: Modem Dance, Improvisation and Choreography THR/ENG 325 Playwriting THR 328 Theatre Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction Theatre Arts 26 Creative Drama A study of theatrical movement, voice, mime, mask, acting with an emphasis on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content. lntroduction to Theatre 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. Students attend and review live productions. (Spring) Acting Introduction to the backstage world of the theatre; its organization, crafts, magic, and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required. (Fall) lntroduction to Stagecraft An introduction to dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of Music-Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. THRIMUS 235 Skills of Music Theatre THR 232 THR 222 This course demonstrates the basics of 16 rnm. filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. THRISPC 216 lntroduction to 16 mm Film THR 116 Dance and Improvisation Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003, 004, or 005 to fulfill the lifetime sports requirement.) THRIHPE 005 Lifetime Sports-Modern (.O course) to Dance (.O course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modem dance. THRIHPE 002 Lifetime Sports-Introduction !70 Theatre Arts Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers, and practical involvement with the Augsburg spring production. (Lab required, materials needed. (Prereq.: THR 228 or permission of instructor. Spring) Theatrical Design Voice for Speech, Stage, and Screen Theatre History and Criticism II THR 362 An overview of theatre history, dramatic literature, and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111. Fall: alternate years) Basic principles of oral interpretation of prose, poetry, and drama. Study written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENG 111. Spring) Interpretive Reading A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 361 THR 360 THR 350 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. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 THRISPC 333 Acting for Camera THR 328 An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one literature course. ENG 226 also recommended. Alternate years) THRIENC 325 Playwriting THR 245 Theatre Arts 27 Stage Direction Basic directorial techniques: play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of two pieces required, the latter for public recital. Permission from instructor required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring, alternate years) THR 366 Theatre Topics Selected topics in theatre. Directed Study See description on page 92. lnternship See description on page 91. THR 299 THR 399 THP courses involve practicum teaching and learning in the 'Ontext of play Productions and are required for the Theatre Arts Majorminor and the Dance-Theatre Licensure Major. All THP Theatre Practicum Courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered, 2. pos- THP courses require: ' Supervision by theatre faculty ' C ~ n ~ eof n tinstructor itive and professional attitude and work ethic demonstrated by the student and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. Independent StudyIResearch See description on page 92. lnternship See description on page 91. THR 199 Internships and Independent Study Courses: THR 495 THRISPC 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. Prereq: ENG 241 and JWSR standing Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare, French neocl&sicism,~estorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Fall or spring) THR 365 !72 Theatre Arts Theatre Practicum: Acting/Performance 1 Practicum unit (.O course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for DancdLicensure majors only); or substantial participation as an actor in a Senior Directing Project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at 2 Forensics tournaments (at least 20 hours coaching and competition). Theatre Practicum: House Management 1 Practicum unit (.O course) Substantial participation (20 hour minimum) in house management, ushering, or box office. Theatre Practicum: Set, Lights, Costumes 1 Practicum unit (.O course) Set or costume building, light hanging, for main stage production. Theatre Practicum: Running Crew 1 Practicum unit (.O course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Theatre Practicum: Assistant Stage Management 2 Practicum units (.O course) Assistant stage management for main stage production. Theatre Practicum: Stage Management 3 Practicum units (.O course) Stage management for main stage production. THP 112 THP 113 THP 114 THP 115 THP 116 tively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Six practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. THP 111 Please note: THP courses may be repeated. Crew work required for classes/coursework does not count towards Practicum. Work-study hours do not count towards Practicum. Completion of THP 115 and 116 count as two and three practicum units respec- A minimum of 20 hours of assessed participation by the student Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the registrar's office Theatre Arts 27 - Theatre Practicum: Senior Directing Project 1 Practicum unit (.O course) Must be taken with THR 499. See Metro-Urban Studies listing under Interdisciplinary Studies. URBAN STUDIES THP 120 Theatre Practicum: Senior Design Project 1 Practicum unit (.O course) Must be taken with THR 499. A senior design project may be done in the area THP 119 of scenery or lights in collaboration with another student's Senior Directing Project if the student carries the design project out as a THR 499TTHP 119 combination. Theatre Practicum: Senior Acting Recital 1 Practicum unit (.O course) Must be taken with THR 499. Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production). Theatre Practicum: Artistic Assistance 1 Practicum unit (-0 course) THP 118 THP 117 274 Theatre Arts Cass Dalglish (Coordinator),Kristin M. Anderson, Janelle Bussert, Candyce Clayton, Jacqueline devries, Grace B. Dyrud, Darcey Engen, Doug Green, Milda Hedblom, Sophia Jacobsen, Barbara Lehrnann, Lynne Lorenzen, Anita Luttennan-Aguilar, Kathleen McBride, Norma Noonan, Michael O'Neal, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson,Joan Thompson, James Vela-McConnell Women's Studies Faculty The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. he Women's Studies Program provides students with the oppo&nityto examine critically women's contributions and experiences in various historical and cultural contexts. his is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women's experiences. T Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the women's studies program coordnator. Minor 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 preapproved for women's study credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Gender and the Environment: Latin American Perspectives (offered spring semester). Ten courses that must include WST 201 Foundations in Women's Studies, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining seven electives are to be selected from approved women's studies courses, and should include at least two courses in the social sciences, two in the humanities, and one in cross-cultural studies. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women's Studies Program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Major Foundations in Women's Studies WST 481 WST 366 WST 359 WST 341 INS 320 WST 313 Gender, Health, and Development WST 311 in Latin America Topics in Women's Studies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) The Church and Social Change in Latin America (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) Women in Comparative Politics-Women (CGE Course. See International Studies, Social and Environmental Justice in Latin America.) Environmental Issues in Latin America: Environmental Politics (See American Indian Studies for course description.) American Indian Women (CGE Course. See International Studies, Social and Environmental Justice in Latin America.) Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) Topics in Women's Studies U.S. culture including various disciplinary perspectives and theory. The course includes guest speakers, a service-learning component at local glbtlsupporting agencies, and some travel and experiences in the T e n Cities, including an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). A study of basic issues surrounding sexual orientation in the contemporary lssues in Cay and Lesbian Studies This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. Women: A Cross-Cultural Perspective This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. WST 281 WST 305 INS 233 WST 201 276 Women's Studies Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an independent study (499). It is offered at a different college each year. lnternship See description on page 91. Independent Study/Research See description on page 92. WST 399 WST 499 Women and Art Women and Fiction Criticism Topics in Women's History History of Women t o 1870 History of Women Since 1870 Human Sexuality American Women and Politics Topics in American Politics Topics in Comparative Politics Psychology of Gender Family Systems Gender, Race, and Ethnicity Feminism and Christianity ART 352 ENC 236 or 436 ENC 480 HIS 311 HIS 380 HIS 381 HPE 316 POL 124 POL 421 POL 459 PSY 371 SOC 231 SOC 265 REL 441 See department listingsfor descriptions of thefollowing approved electives: Any must be approved in writing by the women's studies coordinator Directed Study See description on page 92. WST 299 Internships and Independent Study Courses: WST 199 lnternship See description on page 91. WST 495 women's Studies 277 1 Campus Maps - 301,302 Faculty Emeriti - 298 Faculty and Administration - 282 Officers - 282 Administration - 282 Faculty - 284 ELCA, Division for Education - 281 Board of Regents - 280 Treasurer Ron Nelson '68 Vice Chair James E. Haglund "Philip Sty'lmd '79 (2006) MVP-Channels, ADC Telecommunications, Minneapolis, MN Dean C. Kopperud (2004) Senior Vice President, National Sales: Director for Oppenheimer Funds, New York, NY "Jean M. Taylor '85 (2006) President, ~ a ~ l Corporation, or Eagan, MN Glen J. Skovholt (2006) President, Government and Community Strategies, St. Paul, MN *Dr. Ruth Johnson '74 (2006) Assistant Professor of Medicine, Mayo Clinic; Mayo Breast Clinic, Rochester, MN David J. Larson (2002) Retired Businessman, Golden Valley, MN *Glen E. Person '47 (2005) Retired Businessman, Eden Prairie, MN Ronald J. Peltier (2004) President and CEO, Edina Realty Home Services, Edina, MN *Ronald G. Nelson '68 (2002) Vice President and Controller, 3M Company, Minneapolis, MN *Julie R. Nelson '83 (2002) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, MN Jennifer Martin (2007) Senior Vice President Corporate and Human Resources, Lutheran Brotherhood, Minneapolis, MN Rev. Jose Antonio Machado (2004) Pastor, El Milagro, Minneapolis, MN Gloria C. Lewis (2005) Director, Office of Minority and Multicultural Health, Minnesota Department of Health, St. Paul, MN Beverly Thompson Hatlen (2005) Founder and Board Chair, Minnesota Life College, Richfield, MN James E. Haglund PresidentIOwner, Central Container Corporation, Minneapolis, MN "Michael R. Good '71 (2007) Executive Vice President, NRT, Parsipanny, NJ , *H. Theodore Grindal'76 (2002) AttorneyFartner, Lockridge Grindal Nauen EL.L.P, Minneapolis, MN Michael 0.Freeman (2006) Attorney, Lindquist & Vennum, Minneapolis, MN *Tracy Lynn Elftmann '81 (2002) President, Customized Employer Solutions, LCC, Edina, MN *Rev. Gary E. Benson '70 (2002) Directing Pastor, Zumbro Lutheran Church, Rochester, MN The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. Secretary Joan Volz '68 Chair Kathryn H. Tunheim *Joan L. Volz '68 (2006) Welch, MN Rev. Harold Usgaard ex oficio (2002) Bishop, Southeastern Minnesota Synod ELCA, Rochester, MN Executive Director Leonard G . Schulze Secretary, Board of Directors Dr. Dean Baldwin Chair, Board of Directors Raymond E. Bailey Asst. Director for Colleges and Universities Sue Edison-Swift Director for Colleges and Universities Dr. Arne Selbyg Director for Administration and Planning Vacant DIVISION FOR HIGHER EDUCATIONAND SCHOOLS THEEVANGELICALLUTHERAN CHURCH IN AMERICA (ELCA) Kathryn H. Tunheim (2004) President and General Manager, GCI Tunheim, Minneapolis, MN "Dr. P. Dawn Taylor '78 (2002) Des Moines, IA Board of Regents 28 Came Carroll (1997). Co-director, Weekend College Admissions. B.A., Hamline University. Peggy Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Emiliano C h a d (2000). Director, HispanicLatino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Robert Doljanac (1999). Director, Center for Learning and Adaptive Services. B.A., Indiana University; M.A., Western Michigan University; Ph.D., University of Michigan. Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine; M.A., Loyola University;J.D., University of Minnesota. Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Administration William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certdied Public Accountant. Christopher W. Kirnball (1991). Vice President for Academic and Learning Services and Dean of the College. Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community Relations. B.A., Metropolitan State University; M.P.A., John F: Kennedy School of Government, Haward University; M.A., Hamline University. Thomas E Morgan (1983). Vice President for Enrollment and Market Development. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A., Hamline University. Officers of the College Beginning year of service of faculty is indicated with parenthesis. AND Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College. Daniel E Jorgensen (2000). B.A., M.S., South Dakota State University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Adrienne Kaufmann (2000). Program Director, Academic Program Development, Center for Global Education. B.S., Mundelein College; M.A., Antioch University; Ph.D., George Mason University. Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon. Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University Liz Knight (1994). Co-director, Weekend College Admissions. B.A., Augsburg College. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Janeen McAllister (2001). Program Director, International Travel Seminars, Center for Global Education. B.A., Macalester College, M.A., University of Minnesota. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Director of Marketing and Administration, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Phoebe Milliken (2001). Acting site director, Namibia, Center for Global Education. B.A., Bates College; M.A., George Washington University. Barbara E Nagle (1998). Director, Marketing. B.S., Ohio University. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of Minnesota. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St. Olaf College; Ph.D., University of Minnesota. Augsburg College Administration 28 - Nancy J. Baker (2000). Consulting Medical Director, Assistant Professor, part-time, Physician Assistant Studies. B.A., St. Olaf College; M.D., University of MissouriColumbia. Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D., University of Minnesota. Matthew C. Barber (1992). Studio ArtistRercussion, part-time, Music. B.M., University of Michigan. Carol E. Barnett (2000). Studio Artist/Composition, part-time, Music. B.A., M.A., University of Minnesota. Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College; M.A., University of Minnesota. B Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part-time, Speech, Communication and Theatre Arts. B.S., University of Wisconsin-Madison. Beth J. Alexander (2000). Assistant Professor, part-time, Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Thomas M. Allen (2001). Instructor, part-time, Art. B.EA., Wayne State University; M.EA., University of Minnesota. Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestem Seminary. Sheldon M. Anderson (1988). Instructor, part-time, History. B.A., Augsburg College; M.A., College of St. Thomas; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio ArtistFlute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota. A Faculty Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. Donald M. Warren (1978). Director, StepUP Program. B.A., M.A., University of Minnesota. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Joe Young (1998). Director, Pan-African Center. B.A., University of Minnesota. 284 Augsburg College Faculty William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees, University of Minnesota. C Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. William I! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University. Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W, University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; MIA., University of Minnesota. Julie H. Bolton (1975). Professor of Speech, Communication, and Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Christine A. Bosquez-Heman (1999). Assistant Professor of Physician Assistant Studies. A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S., University of Nebraska. Nora M. Braun (1997). Assistant Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota. Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., M.S., Florida State University. Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian Studies. B.A., M.A., A.B.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Speech, Communication and Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University of Minnesota. Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Instructor, part-time, Biology. B.S., St. Cloud State University; M.S., PbD., University of Minnesota. Marcia M. Byrd (2000). Instructor, part-time, Nursing. A.A., Mount St. Mary's College; B.S., M.S., University of Minnesota. Augsburg College Faculty 28 - Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; MIA., Vermont College; Ph.D., The Union Institute. Robert J. Danforth (2001). Instructor, part-time, Sociology, American Indian Studies. B.A., M.S., M.A., Ph.D., University of Wisconsin-Madison. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio State University; PA., Bowman Gray School of Medicine. Jacqueline R. deVries (1994). Associate Professor of History. Director of A.C.T.C. Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Jay D. Dobberstein (2000). Assistant Professor of Business Administration. B.A., University of St. Thomas; M.B.A., University of Minnesota. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. D John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. Cemto (1991). Instructor, part-time, Business Administration. Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Hamline University. Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; M.EA., Minneapolis College of Art and Design. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Nicholas A. Coult (2000). Assistant Professor of Mathematics. B.A., Carleton College; M.S., Ph.D., University of Colorado. Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., Ph.D., University of Minnesota. Lany J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. 286 Augsburg College Faculty Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Sally Gibson Dorer (1998). Studio ArtistJCello, part-time, Music. B.M., New England Conservatory of Music. Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Steven A. Draheim (2001). Assistant Professor of Speech, Communication, and Theatre Arts. B.EA., University of Minnesota-Duluth; M.EA., University of Minnesota. Susan Sacquitne Dmck (1993). Studio Artisnoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Rebekah N. Dupont (1995). Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. David L. 0.Ehren (2001). Instructor, part-time, Mathematics. B.A., Macalester College; M.S., University of Wisconsin-Milwaukee. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey Engen (1997). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; MIA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist~Tmmpet,part-time, Music. B.A., Bethel College; M.EA., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio ArtistlFiano, part-time, Music. B.EA., B.A., Central Michigan University; M.M., University of Minnesota. Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.A., M.A., Mankato State University. E - Augsburg College Faculty 287 - Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Meny Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N., Anoka Ramsey Community College; B.S., Metropolitan State University; M.S., University of Colorado. Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistlClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sandra E Gilbert (1997). Instructor, part-time, Business Administration. B.A., St. Olaf College;J.D., William Mitchell College of Law. Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Nancy Schmidt Going (2001). Assistant Professor.of Religion. B.A., Valparaiso University; M.A., Covenant Seminary. Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University, Jerusalem; M.S.W., Yeshiva University. C Cherie L. Farseth (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A., College of St. Thomas. Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of Montana. Phillip E Fishman (1988). Instructor, part-time, Political Science. B.S., University of Wisconsin-Madison;J.D., Washington University; M.S.W., St. Louis University. Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Stacey R. Freiheit (2000). Instructor, part-time, Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Leola E. Dyrud Furman (2001). Instructor, part-time, Social Work. B.A., Augsburg College; M.S.W., University of Chicago; Ph.D., The Fielding Institute. 288 Augsburg College Faculty Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Assistant Professor of Religioin. B.A., University of Iowa; M.A., University of Chicago. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMoms; M.S., Ph.D., Iowa State University. Daniel S. Hanson (1988). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., University of Wisconsin-Eau Claire. H Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The University of Minnesota. John C . Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A., Ph.D., University of Iowa. Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Robert C . Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA., University of Minnesota. Satya I?Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Augsburg College Faculty 289 - L John U. Harkness (2001). Instructor, part-time, English. B.A., University of Minnesota; Ph.D., Harvard University. Lee Ann Hartmann (2001). Instructor, part-time, Computer Science. B.A., Augsburg College. Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., Northern Illinois University Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Angela K. Hochhalter (2001). Instructor, part-time, Psychology. B.A., University of Minneso ta-Winona. Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA., University of Iowa. David R. Holmes, 111 (2001). Instructor, part-time, Computer Science. B.A., Carleton College. Bradley P Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration. B.A., M.B.E., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Sumin Hsieh (1999). Assistant Professor of Social Work. B.A., M.A., Tunghai University, Taiwan; Ph.D., University of Minnesota. Lee (Charles L.) Hurnphries (2001). Instructor, part-time, Business Administration. B.M., M.M., C.Ph., Indiana University Mary A. Hunt (2000). Studio Artistmian0 Accompaniment, part-time, Music. B.A., Fort Wright College of the Holy Names; M.M., Boston University; D.M.A., University of Wisconsin-Madison. 290 Augsburg College Faculty Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A., University of California;J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Assistant Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic Institute. Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University; Ed.M., Haward Graduate School of Education; Ed.D., National-Louis University K Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A.Ed., Hamline University. Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas; M.Div., Luther Seminary; Ph.D., Princeton Theological Seminary. Sophia J. Jacobson (1999). Instructor of Sociology (American Indian Studies). B.A., Metropolitan State University; M.A., University of St. Thomas. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S.. University of Wisconsin-Eau Claire; M.S., Mankato State University. Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel E Jorgensen (2001). Instructor, part-time, English. B.A., M.S., South Dakota State University. J Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. I - Augsburg College Faculty 291 - Stephanie L. A. Lach (2001). Instructor, part-time, Nursing. A.A., Rochester Community College; B.S., Augsburg College; M.B.A., M.S.N., University of Texas-Austin. Bonita S. LaDuca (1989). Instructor, part-time, Education. B.A., Mercyhurst College; M.S., Ohio University. Steven J. LaFave (1991). Associate Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Associate Professor of Speech, Communication, and Theatre Arts. B.A., Macalester College; M.A., PbD., University of Minnesota. Velma J. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUW, M.M., Northwestern University. Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Susan Rector Li (2001). Instructor, part-time, Business Administration. B.S.N., Duke University; J.D., University of North Carolina. Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. L Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard School; M.M., University of Arizona. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Merilee I. H e m p (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. 292 Augsburg College Faculty Sara G. MacDonald (2001). Instructor, part-time, Music. B.A., Augsburg College. Sharon B. Mahowald (2001). Instructor, part-time, Psychology. B.S., University of Wisconsin-River Falls; M.S., Emporia State University; Ph.D., Forest Institute of Professional Psychology. David C. Matz (2001). Assistant Professor of Psychology B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Paul K. McAlister (2001). Instructor, part-time, Philosophy. B.A., Minnesota Bible College; M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary. John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; M.EA., University of Miami-Coral Gables. Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Jane C. Melton (1999). Instructor, part-time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. M J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The Claremont Graduate School. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., PA. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven F! Lund (1982). Studio Artisflrombone, part-time, Music. B.S., University of Minnesota. Kyle M. Lundby (2000). Instructor, part-time, Education. B.A., University of Minnesota; M.S., San Diego State University; Ph.D., University of Tennessee. Dee A. Lundell (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A., Ph.D., University of Wisconsin-Madison. Augsburg College Faculty 29 - - Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. P Celeste M. O'Brien (1975). Studio Artisfliano, part-time, Music. B.A., Hamline University Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S. University of Wisconsin; Ph.D., University of Minnesota. Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A. Augsburg College. Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin - Eau Claire; M.M., Eastman School of Music. 0 Susan K. Nash (1998). Assistant Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Julie D. Naylor (2001). Instructor, part-time, Business Administration. Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. N James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of Minnesota. William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. 294 Augsburg College Faculty - Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Studio ArtisdGuitar, part-time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A., Ph.D., Northwestern University. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. Karen Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W., Ph.D., Washington University. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University; M.S.W, University of Minnesota; Ph.D., Arizona State University. Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. David A. Ross (2001). Instructor, part-time, English. B.A., Yale University; A.B.D., Oxford University, St. Anne's College. R Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Luther Theological Seminary. Q Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W, Barry University. Diane L. Pike (1981). Professor of Sociology A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Assistant Professor of Sociology B.A., M.A., Ph.D., University of Nebraska-Lincoln. Augsburg College Faculty 29 Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W.,University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M I A , University of Minnesota. David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Trygve R. Skaar (2000). Studio Artist/, part-time, Music. Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College; M.A., Saint Mary's College. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P: Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern Colorado; MS., Mankato State University. Stuart M. Stoller (1986). Associate Professor of Business Administration. B.S., M.S., Long Island University. Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. S 296 Augsburg College Faculty - - - Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. David B. Washington (1997). Instructor, part-time, Business Administration. B.A., B.L., J.D., University of Pittsburgh. Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska; M.F!H., Ph.D., University of Minnesota. Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. W Joseph Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University James A. Vela-McConnell (1997). Assistant Professor of Sociology B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D., Iowa State University Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. U-v Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A., Ph.D., University of Minnesota. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1991). Instructor, part-time, Psychology B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. T Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. Augsburg College Faculty 29 - - ' Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin; M.S.W., Loyola University. Larry J. Zimmerman (2000). Studio Artist, part-time, Music. B.A., St. Olaf College; M.M., Boston University. Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer College; M.S., University of Utah. X-Y-z Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; MS., Winona State University; Ph.D., University of Minnesota. J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., MS., University of Muenster; Ph.D., University of Cologne and KFA-Julich, Germany. Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin coliege; M.B.A., Western ~ i c h i ~ University. an 298 Augsburg College Faculty Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Marie 0 . McNeff. Professor Emerita of EducationIDean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean ~fnerita.B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. ~ a c d t yEmeriti 29 - Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M I A . , University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of Pennsylvania. 7 300 Faculty Emeriti COLLEGE M A P INFORMATION 1. Admissions Weekday Program 2. Admissions Annex and Wcckcnd Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Struchlic 5 . Christensen Center 6. East Hall 7. Faculty Guest House 8. Foss, Lobeck, Miles, Center forWorship, Drama and Communication 9. Sverdrup Ilnll 10. Husby-Strom~nenTennis Courts 11. Icc Arena 12. Dcvclopment, PR/Comrnunications, and Alumni/Parent Relations 13. Lindell Library 14. Maintennnce and Grounds Shop 15. Mortenscn Hall 16. Murphy Place 17. Murphy Park 18. Music Hall 19. Ncw Rcsidence Hall 20. Old Main D. Faculty/Staff/Commutcr/Residcnt Parking E. Resident Parking F. Resident Parking G. Admissions/Faculty/S taff Parking H . Faculty/Staff Parking I. Visitor Parking J. FacultylStaff Parking K. FacultylStaff Parking L. Visitor Parking M . Faculty/Staff/Commuter Parking N. Faculty/Staff/Commuter Parking 0. Fairview-University Parking Ramp PARKING INFORMATION A. Visitor Parking B. Resident Parking C . Commutcr Parking 21. Anderson Hall 22. Quad 23. Scicncc Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Melby Hall 27. Sverdrup-Oftedal Memorial Hall 28. Urness Hall Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 2lst Avenue South. PUBLIC PARKING DIRECTIONS TO CAMPUS 4 MINNEAPOLIS d Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, natlonal or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, qr disability in its education ~olicies,admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg Collegt is committed to providing reasonable accommodations t c its employees and Its students. A About Augsburg 10, 18 Academic and Achievement Scholarships 31-32 Academic Advising 56 Academic Calendar 4-7, 54 Academic Divisions 56 Academic Information 53 Academic Internships 66 Academic Policies and Procedures 69 Academic Progress, Probation and Dismissal 85 Academic and Learning Services 44 Academic Skills Center 44 Access Center 45 Accessibility 18 Accounting 104, 110-1 12 Accreditation and Memberships 11, 17, 18 Activities 43 Admissions 14, 20-24 Administrative Officers of the College 282 Advanced Placement Program Test (AP) 83 Advanced Transfer Students 74 African American Student Services (see Pan-Afrikan Student Services) 47 Air Structure 44 Alumni Center 15 American Indian Studies 166-167 American Indian Student Services 47 American Sign Language 191 AmeriCorp Scholarship 32 Anderson Hall 14, 50 Application Procedures 20, 31 Applied Economics 131 Architecture Minor 94 Art 93-97 Art History 93, 96-97 Asian American Student Services (see Pan Asian Student Services) 47 Asian Studies (see East Asian Studies) 128-129 Assessment of Previous Learning (APL) Program 83-84 Associated Colleges of the Twin Cities (ACTC) 59, 62 Associated Support Organizations 16 Athletic Affiliation 18 Athletic Training Internship 155 Athletics 43 Audit Fee 26 Auditing Courses 82 Augsburg Echo 43 Augsburg Experiences 73 Augsburg Seminar 73, 98 Augsburgian, The 43 Calendar 4-7, 54 Campus Location 14, 18, 301-302 Campus Map 301-302 Campus Ministry 42 Campus Tours 20 Canadian Program 69 Career Services 67 Carlson (JeroyC. Carlson) Alumni Center 1 Center for Global Education 15, 63, 176-18 Center for Global Education Courses 63-65, 177-181 Center for Learning and Adaptive Student Services (CLASS) 44 Center for Service, Work, and Learning 66 Change of Program 71 Chemistry 118-123 Chinese 191 Chapel 15,42 Choir 43, 203, 21 1 Christensen Center 14 Class Schedule 90 Classification (Class Year) 82, 85 Coaching Endorsement 155 College Costs 2002-03 26 College Level Examination Program (CLEP) 83 College of the Third Age 16, 69 Commencement 86 Commons 51 Communication 260-266 Communication ArtsILiterature Teacher Licensure 147 Community Service-Learning 66 Community Studies Concentration (Sociology) 255 Computational Economics 124 Computational Philosophy 125, 218 Computer Science 123-127 Concert Band 43, 203, 21 1 Continuing Education Program 69 Cooperative Education 67 Costs 26-27 Counseling 48 Counseling and Health Promotion 48 Course Descriptions 90-277 Credits 90 C Biology 99-103 Board of Regents 280-281 Books and Supplies 27 Business Administration 104-109 Business Administration and Economics Major 106, 131 B Early Admission of Freshmen 21 East Asian Studies 128-129 East European Studies 247-248 East Hall 14 Echo 43 Economics 130-134 Economics/Business Admin. Major 106, 131 Economics/Political Science Teaching Major 229 Edor Nelson Field 14 Education 135-144 Education for Service 11 Education (Master of Arts) 68 Elementary Education 136-137, 139-140 Emotional/Behavioral Disabilities 142-143 Employment 35 Engineering 144-145 English 146-152 English as a Second Language (ESL) Program 84-85 English Placement Test 148 Enrollment 18 Enrollment Center 8, 70 Enrollment Deposit 27 Ensembles 203, 21 1 Entry-level Skills 74 Ethnic Studies 168 Evaluation and Grading 79, 82 Evangelical Lutheran Church in America (ELCA) 18, 281 E Dance and Theatre Teacher Licensure Major 269 Dean's List 85 Degrees Offered 18, 54 Departmental Comprehensive Exams 83 Departments and Programs 90-277 Deposits 27 Development 8 Directed Study 92 Directory 8 Directory Information 87-88 Dismissal 85 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 14, 50-51 Dual Degree Programs 59, 68, 144-145 D Crime and Community Concentration (Sociology) 255 Crossover Registration 71 Cultural Anthropology Concentration (Sociology) 256 Gage Family Endowment (CLASS) 45 General Education Curriculum 72-78 General Education Requirements 72-78, 80-81 General Studies 153 German 190, 193-194 Gift Assistance 33 Global Education Center 15, 63, 176-181 Global Education Program Courses 63-65, 177-181 Grade Point Average 73, 82 Grading 79, 82 Graduate Programs 67 Graduation (Applying for) 72 Graduation Level Skills 75-76 Graduation Requirements 72-78, 80-81 Graduation With Distinction 86 Grants 33 Gymnasium (Melby Hall) 15 C Facilities and Housing 14, 50-51 Facts and Figures 18 Faculty 18, 55, 284-298 Faculty Emeriti 298-300 FAFSA (Free Application for Federal Student Aid 31 Family Educational Rights and Privacy Act (FERPA) 51-52, 87-88 Federal Work Study Program 35 Fees 26-27 Film Minor 263, 268 Finance Specialization (Business Administration) 106 Financial Aid 18, 30-40 Financial Policies 28-30 Fine Arts 43 Fitness Center 49 Food Service 51 Foreign Languages (See Modern Languages) Forensics 261 Former Students 23, 72 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Four-Year Assurance Program 86 French 190-192 Freshmen 20, 21 F Experiential Education Programs 66-67 Explanation of Grades 79 Exploring Our Gifts 42 Index 30 Language Courses 190-197 Leadership (Master of Arts) 67-68 Leadership Studies Minor 168-169 Leadership, Service, and Performance Scholarships 32-33 L Karen M. Housh Tutor Center 44 K Japanese 190, 194 JeroyC. Carlson Alumni Center 15 john Evans Learning Laboratory 44 J Ice Arena 15 Incomplete Grade 79, 82 Independent Studies 91, 92 lnformation Technology Resources 55 Inter-Institutional Programs 62 Inter-Race 16 Intercollegiate Athletics 43 Interdisciplinary Studies 165-173 lnternational Baccalaureate Program (IB) 83 lnternational Business Minor 107 lnternational Business Specialization (Business Administration) 106 lnternational Partners 176 lnternational Relations 174-175 lnternational Relations (International Business) 174 lnternational Student Advising 49 lnternational Student Services 24, 49 lnternational Students 24, 49 lnternational Studies 175-183 Internships 66-67, 91 Intertribal Student Union 47 Intramural Athletics 43 I Health and Physical Education 154-158 Health Clinic Services 49 Health Education 154-156 Health Insurance 49 Health Promotion 48 HECUA Courses 65, 181-183 Higher Education Consortium for Urban Affairs (HECUA) 62, 65, 176, 181-183 HispanicILatino Student Services Program 48 History 159-164 History of Augsburg College 10 Honors Program 61-62, 164-165 Housing 14-16, 26, 50-51 Hoyt Messerer Fitness Center 49 H 306 Index - Majors and Minors 56-59, 89-277 Management lnformation Systems 113-11 Management Specialization (Business Administration) 106 Maps 301, 302 Marketing 116-117 Master's Degrees 54, 67-68 Math Placement Group (MPG) 75, 185-18 Mathematics 184-189 McNair Scholars Program (TRIO) 45-46 Medical Refund 30 Melby Hall 15 Membershi~s17. 18 Memorial i a l l (sverdrup-~ftedalMemorial Hall) 16 ~ e t r o b r b a nStudies 170-171 Middle East Studies Minor 172 Minnesota Indian Teacher Training Partnership (MNIlTP) 47 Minnesota Minority Education Partnership (MMEP) 16 Minnesota Work Study Program 35 Minors 56-59, 89-277 MIS Courses 113-115 Mission Statement 10 Modern Language Skill 75 Modern Languages 190-197 Mortensen Hall 15, 50 Murphy Place (2222 Murphy Place) 15 Murphy's 51 Music 198-212 Music Business Minor 202 Music Education Major 199-200 Music Ensembles 203, 21 1 Music Hall 15 Music Performance Major 200 Music Re~ertoireTests 204 Music ~ h ' e r ~a~~u~i v a l e n ~ ~ l ~ e r t i f i c a t 202-203 Music Therapy Major 201, 209-210 M Learning Disabilities Program 44-45 Legacy Scholarship 32 Liberal Arts Perspectives 76-78, 80-81 Library and lnformation Technology Center 15, 18, 55-56 Licensure (Teaching) 60, 135-144 Lifetime Sports 76 Lindell Library 15, 18, 55 Loan Assistance 34-35 Location 14, 18, 301-302 Lutheran Leader Scholarships 33 Q Paired Resources in Ministry and Education (PRIME) Awards 32 Pan-Afrikan Student Services 47 Pan-Asian Student Services 47 Part-Time Students 26-27 Pass/No Credit 73, 79 Pastor 42 Payments 28 Performance Studies 203, 212 Performing Arts Scholarships 32 Perspective Requirements 76-78, 80-81 Philosophy 218-221 Phi Theta Kappa Scholarships 32 Physical Disabilities Program (Access Center) 45 Phvsical Education 155. 157-158 ~hisicalScience ~ e a c h i nLicensure ~ 119, 214 Physician Assistant Studies (Master of Science) 68 Physics 222-227 Piano Proficiency Test 204 Policies 17, 18, 51-52, 87-88 Political Science 228-233 Political Science/Economics teaching major 229 PortFolio Assessment Program 83-84 Pre-Professional Programs 60-61 Prerequisites 91 P, Off-Campus Programs 18 Officers of the College 282 Official Notices 51 Ojibwe 190, 196 Old Main 15 Orchestra 43, 203, 21 1 Organizational Analysis and Development Concentration (Sociology) 256 Orientation (AUG) 73, 98 0 NASA Scholarship 33 Natural Science Teaching Licensures 21 3-214 New Hall 15, 50 No-Credit Grades 79 Nordic Area Studies 172-173 Norwegian 190, 194-195 Notification of Admissions Decision 21, 22 Number Grades 79 Numbering of Courses 90 Nursing 215-21 7 Nursing (Master of Arts) 68 N Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies 65, 181 Scholarships 31-33, 35-40 School Year 4-7, 18 Science Hall 15 Science Scholarship 32 Secondary Education 137-138, 140-141 Service-Learning 66 Sigma Pi Sigma 224 Skills Requirements 74-76 Smiley's Point 16 Social, Cultural, Recreational Activities 43 Social Psychology Concentration 235, 256 Social Studies 249 Social Welfare Minor 251 Social Work 250-254 Social Work (Master of Social Work) 68 Society of Physics Students 224 Sociology 255-259 Solid State Physics 223 Space Physics 223 Spanish 190, 196-197 Special Education 142-144 Special Interest Housing 51 Special Students (Non-Degree or Second Degree) 23 Speech/Communication and Theatre Arts 260-274 Sponsored Scholarships 35-40 Sports 43-44 5 Re-Admitted Students 72 Refunds 28-30 Regents 280-281 Regents' Scholarships 32 Registration 69-72 Religion 239-244 Religious Affiliation 18 Residence Life Program (see also Housing) 50-51 Residence Requirements 74 Rochester Program 13, 70 ~oom'bndBoard 26 ROTC 62 Russian, Central, and East European Studies 247-248 R President's Greeting 2 President's Scholarships 31 PRIME Scholarship 32 Probation 85 P~y~h010gy 234-238 Public Relations and Communication 15 Index 30 308 Index Teaching Licensure (see also individual majors) 60, 135-144 Test Scores 20 Theatre Arts 267-274 Theatre History and Criticism Dramaturgy Minor 269 T StepUP Program 46-47 Student Activities 43 Student Affairs (see Academic and Learning Services) 44 Student-Designed Major 57 Student Educational Loan Fund (SELF) 35 Student Employment 35 Student/Faculty Ratio 18 Student Government 42 Student Life 41 -52 Student Newspaper 43 Student Project for Amity Among Nations (SPAN) 18 Student Publications 43 Student Rights 51-52 Student Standards of Behavior, Complaints, Records 50 Student Support Services (TRIO) 46 Student Teaching Abroad 65, 135 Studio Art 93-96 Study Abroad 63-65, 175-183 Summer Session 8 Support Programs 44-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 16 7 Yearbook 43 Youth and Family Institute 16 Youth and Family Ministry Major 245-246 Youth and Family Ministry Partner Scholarship 32 x, y, z Weekend College 12-13, 21, 27-28, 70-71 Withdrawal From College 30, 72 Women's Studies 275-277 Work Study Program 35 W Veterans 86 Vocation 42 v Upper Midwest Association of Intercultural Education (UMAIE) 18 Urban Studies 169-171 Urness Hall 16, 50 U Theatre Practicums 272-274 Transcripts 20, 21, 28 Transdisciplinary Major 57-58 Transfer Regents' Scholarship 32 Transfer Students 22-23 TRIO Programs 45-46 Tuition, Fees, Room and Board 26-27 Tutor Center 44 C O L L E G E AUGSBURG SUPPLEMENT WITH ADDITIONS AND CHANGE 2 0 0 2 T O 2 0 0 4 C A T A L O G Minneapolis, Minnesota C O L L E G E AUGSBURG I I I Although information was current at the time of publication, it is subject to change without notice. It is the responsibility of each student to know the requirements and academic policies contained in this publication and the 2002-2004 Catalog. If you have questions about anything in this supplement or the Catalog, consult a faculty adviser, the dean of the College, or the registrar. Supplement information is listed under the same headings in the printed Catalog, followed by page numbers in parentheses. Refer to these pages in the Catalog for complete information. This catalog supplcmun t amends inrormatiou given in the 2002-2004 Augsburg Catalog. OnIy those sections that havc srths~rentinlchni~gesare included. Coust~ltthe registrar's of~icror the Augsburg C a l a l online ~~ at cww.augshur~.eriu/catal~)g> [or inronnaltion im ncw or deleted courses, changes in course titlcs, or descriptions. Checklist and Summary of Requirements for Graduation (page 80) . . . . . .12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. . Graduation Requirements (page 72) Transfer Students (page 22) 5 . . . . . . . . . . . . . . . . . . . . . . . . 4. . Academic Calendar. Weekend College (page 7) . . . . . . . . . . . . . . . . . . . . . . . Academic Calendar. Day Program (page 5) Table of Contents Spring Term 2004 Jan. 12Non. ................................ Classes begin Jan. 19/Mon. ............................. Martin Luther King Day-no classes Mar. 15/Mon. ............................. .Mid-term break begins Mar. 22/Mon. ............................... Classes resume .Early registration for fall Apr. 5-16/Mon.-Fri. .................... Apr. 9/Fri. ....................................Easter break Apr. 23/Fri. ..................................Classes end Apr. 26-29Non.-Thurs. .............Final exams May M a t . ................................ .BaccalaureatdCommencement Fall Term 2003 Summer...................................Freshman registration Aug. 31-Sept. 2/Sun.-Tues. .........New student orientation Sept. 3fWed. ............................... Classes begin Oct. 24/Fri. ............................... Mid-term break (one day only) Nov. 17-Dec. 5Non.-Fri. ............Spring term registration Thanksgiving recess begins Nov. 271Thurs. ............................. Classes resume Dec. l/Mon. ................................. ,.,,.Classes end Dec. 12/Fri. ............................ Dec. 15-18/Mon.-Thurs. ..............Final exams The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~www.augsburg.edu/enroll/registrar>. Spring Term 2004 Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13, June 25-27 Winter Term 2004 Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14, Mar. 26-28, Apr. 2-4 Fall Term 2003 Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16, Nov. 21-23, Dec. 5-7 The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at cwww.augsburg.edu/enrolI/registrar>. Students transferring from the Minnesota State College and University System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s1. Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.5 (on a 4.0 scale) or better is required on previous college work for admission to the College. Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 32 Augsburg credits required for a baccalaureate degree. These courses can, however, be used to meet Augsburg Core Curriculum and major requirements. Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. TRANSFER STUDENTS Replaces "ALL TRANSFER STUDENTS" on pages 22-23 of current catalog & Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. One Foundations of Fitness or activity course if the student has transferred an equivalent Foundations course. This requirement is waived for students who have transferred in two equivalent courses. College algebra or Math Placement 3 One graduation skill writing course in the major One course that meets the Quantitative Reasoning Graduation Skill requirement The Modern Language requirement One Augsburg Experience Senior Keystone Course REL 300 Bible, Christian Theology, and Vocation Course 2. All Augsburg Core Curriculum requirements will be waived except: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. The following applies only to the MNSCU A.A. graduate: 1. Completion of 32 course creditsNo more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) - 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; and social work (B.S.) - 15. Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. Requirements f o r Undergraduate Graduation: All degree and course requirements must be completed and verified in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center. Each student must apply for graduation at the end of his or her junior year. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in the printed catalog in Undergraduate Admissions-Special Students (Second Degree). Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. The responsibility for seeing that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar's office one year prior to graduation. Replaces "GENERAL EDUCATION CURRICULUM" on pages 72-78 of current catalog -7 An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: ( I ) Integrates experiential learning with academic learning and (2) Links on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, 4. Augsburg Experiences-All student must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, facultystudent research, community service, study abroad, and off-campus immersion experiences. 3. Completion of t h e Augsburg Core Curriculum-Requirements for the Ausburg Core Curriculum are listed in the next section 2. Completion of a MajorRequirements for each major are listed under the departmental headings. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent1 directed study; four courses of internship; an six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse world-vocatio and caritas. Calls for common inquiry into questions of Christian faith and the search for meaning; and -Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills: The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: THE AUGSBURG CORE CURRICULUM 6 . Residence-The last year of full-time study or equivalent (no less than 7 of the last 9 creditslrequirements) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar's office if an official inlerpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the majorlminor or the chairperson of the department. 5. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, creditlno-credit status, and grading options for approved Augsburg Experiences will vary All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community, both locally and globally Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, study abroad, and off-campus immersion experiences. Augsburg Experience Transfer students entering with advanced transfer status will take one Search for Meaning course: REL 300 Bible, Christian Theology, and Vocation. In these courses students articulate and critically reflect upon Augsburg's concept of vocation and ils meaning; Christian theological concepts as well as concepts from other religious traditions; and the meaning of the Bible in Judeo-Christian thought, its cultural contexts, and concepts of human identity and vocation. Two Search for Meaning course credits are required except for the following: Augsburg's Signature Curriculum is centered on its identity as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian scriptures, theological concepts, ethical values, their own faith and values, and religious concepls outside of the Christian faith as part of becoming educated. Search f o r Meaning THE AUCSBURG SIGNATURE CURRICULUM Skills Requirements The Liberal Arts Foundation The Augsburg Signature Curriculum The curriculum has three major components: The Liberal Arts Foundation courses THE LIBERAL ARTS FOUNDATIOL Engaging Minneapolis courses are specially designed courses that make intentional and substantial use of the resources of the Twin Cities as they orient first-year weekday students to the community where they will be studying, living, and working during their college careers. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They normally are taken during the first year, but may be taken in the second year. Engaging Minneapolis All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. The Seminar is attached to a first-semester major or Augsburg Core Cuniculum course. Its purpose is to introduce students to what it means to have an Augsburg education and to help them make the transition to college work. Augsburg Seminar In order to help them make the transition to college and their new community, first-year weekday program students are required to take Augsburg Core Curriculum and introductory major courses containing the following components: The Augsburg First Year The Senior Keystone course connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It thus asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education- vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Senior Keystone Writing *Mathematics Placement in writing, math, modern languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. *Modern Languages *Critical Thinking There are entry level skills assessments in: Entry Level Skills Assessments SKILLS REQUIREMENTS Art, Music, Speech/Communications and Theatre Arts. Two courses or approved activities from two different departments: Fine Arts Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. English, History, Philosophy, Religion, Modern Language (literature courses) Two courses from two different departments: Humanities Economics, Political Science, Psychology, Sociology Two courses from two different departments: Social and Behavioral Sciences One course must be a lab science course. Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. Natural Sciences and Mathematics Students choose two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) The list of courses meeting the Liberal Arts Foundation requirement is available online and from the registrar's office. introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. , Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. u All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar's office. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Office. 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. Mathematics Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are reauired to take GST 100 Critical Thinking. Critical Thinking - Requirement The Mathematics assessment and requirement as described below. The Modern Language assessment as described below. The Writing assessment and requirement as described below. Advanced transfer students (who enter with 1 3 course credits or more or an A.A. degree accepted in transfer) take only the following entry level skills assessments and fulfill the following requirements: Freshmen (all students entering with fewer than seven Augsburg course credits) and sophomore transfer students with fewer than 1 3 course credits are required to take entry level skills assessments and satisfy all skills requirements. ~n Students should complete ENG 111 by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. ENG 111 Effective Writing or the equivalent with a grade of 2.0, ,'F or higher, is required. Attendance the first day of class is required. Students should complete ENG 111 by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. Effective Writing Core Skills Students who have transferred in an equivalent course to ENG 111 are excused from the entry level exam. The entry level assessment determines readiness for ENG 111 Effective Writing. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111. Writing Requirement The BW-CAPE language assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. It is designed to assess and place students at the appropriate course level for language study Students may waive the modern language requirement by completing this assessment and placing at the 311 level or above. Modern Language Requirement 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. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3 . Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Two Foundations of Fitness courses are required. HPE 001 Foundations of Fitness (or a transfer equivalent) is required of all students. The second course may be chosen from a variety of different lifetime activities. Students who are not health and physical education majors or intercollegiate athletes may test out of one lifetime activity course. Students may demonstrate proficiency from a selected list of lifetime activities. There is a fee to take the lifetime activity proficiency test. Foundations of Fitness Students whose first language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is satisfied by successfully completing the ESL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the Modern Language Graduation Skill requirement. Contact Academic Advising or the English Department for additional information. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Skill. There is a seven-year time limit on language courses presented for transfer and automatic waiver. Requirements for the Modern Language Skill are determined by placement test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of a two-course sequence in the same language with the minimum grade of 2.0P in both courses is required. Students whose placement test is at 31 1 or higher will be exempted from further language study Modern Language All Writing Skill courses have the prerequisite of ENG 111 or its equivalent. All Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3 , and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill this requirement. Academic advisers will provide a list of these courses. An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Students are required to have one course each with Critical Thinking, Quantitative Reasoning, and Speaking skill components, and two courses with a Writing Skill component. These requirements are modified for advanced transfer students (see page 10). Graduation Skills Requirements Foundations of Fitness courses are non-credit courses and are not included in the 32-course graduation requirement. Complete at least one Augsburg Experience Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) Complete the Signature Curriculum: Complete two (2) Search for Meaning courses. Complete a Senior Keystone course. Complete the Augsburg Core Curriculum. Complete a major. Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . 15 Other maximums are described on page 7 Music Therapy (B.S.) . . . . . . . . . . 17 Music Performance (B.M.) . . . . . . 20 Music Education (B.M.) . . . . . . . . 17 Accounting (B.A.) . . . . . . . . . . . . 14 All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 7. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. Replaces "CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS FOR GRADUATION" on pages 80-81 of current catalog One course with a Quantitative Reasoning component. One course with a Critical Thinking component. One course with a Speaking component. One course with a Critical Thinking component. Two courses with Writing components. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or F! (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness and one HPE activity course. Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Eng 111 Achieve a Math Placement Group score of three. Modern Language Assessment Critical Thinking Assessment Writing Assessment Mathematics Assessment Fine Arts Complete Entry Level Skills Assessments and Core Skills Requirements: Humanities Social and Behavioral Sciences Natural Sciences and Mathematics Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) 2. Complete an Engaging Minneapolis course. 1. Complete the fall orientation and Augsburg Seminar. ........... 14 Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Achieve a Math Placement Group score of three. Complete Entry Level Skill Assessments and Core Skills Requirements: Satisfy entry level skill requirements in writing. Fine Arts Humanities Social and Behavioral Sciences Natural Sciences and Mathematics Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) Complete one Augsburg Experience Complete REL 300 Bible, Christian Theology, and Vocation course Complete a Senior Keystone course. Complete the Signature Curriculum: W Complete the Augsburg Core Curriculum. Complete a major. W Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Social Work (B.S.) . . . . . . . . . . . . 15 Other maximums are described on page 7. Music Therapy (B.S.) . . . . . . . . . . 17 Music Performance (B.M.) . . . . . . 20 Music Education (B.M.) . . . . . . . . 17 Accounting (B.A.) . All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): W Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Complete one Augsburg Experience Complete a Senior Keystone course. Complete REL 300 Bible, Christian Theology, and Vocation course. Complete the Signature Curriculum: W Complete the Augsburg Core Curriculum W Complete a major. W Maintain minimum cumulative grade point average in major, minor, and in total courses completed. Other maximums are described on page 7. Social Work (B.S.) . . . . . . . . . . .15 Music Therapy (B.S.) . . . . . . . . . 17 Music Performance (B.M.) . . . . . 20 Music Education (B.M.) . . . . . . . 17 Accounting (B.A.) . . . . . . . . . . . 14 W Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: One course with a Quantitative Reasoning component. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: One course with a Speaking component. One course with a Critical Thinking component. One course with a Writing component. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness or one HPE activity course (depending on transcript assessment.) All students are required to file a graduation application with the registrar's office one year prior to graduation. One course with a Quantitative Reasoning component. One course with a Writing component. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) Complete HPE 001 Foundations of Fitness or one HPE activity course (depending on transcript assessment) Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Entry Level Skills Assessments and Core Skills Requirements: Complete one college algebra course course or achieve a Math Placement Group score of three. AucssuR~ \IV\IVW aunchurn d u 22 1l Riverside Avenue Minneapolis, MN 55454 C O L L E G E
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Title: Augsburg College Interim Catalog, 2001
Collection: Course Catalogs
Search Result: AUGSBURG ......................2 ......................4 Visiting Students ................ 5 About This Catalog................. 5 Calendar ........................6 Interim Courses ................... 7 Lifetime Sports ...................45 Interim Abroad ..................4 7 Introducti...
Show more AUGSBURG ......................2 ......................4 Visiting Students ................ 5 About This Catalog................. 5 Calendar ........................6 Interim Courses ................... 7 Lifetime Sports ...................45 Interim Abroad ..................4 7 Introduction Options Other Courses ................... 5 1 Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College follows a 4-1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change; and students should check with the instructor to verify the final costs. Students are required to complete at least 33 course credits for graduation. This course total must include two Interims for students who enter with fewer than 14 courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or consult the registrar for the number of Interim courses required. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration and will be charged WEC tuition $1258 per course credit and a $25 technology fee. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <wadeb@augsburg.edu>. Introduction Options International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 47. Some courses have early registration deadlines. Internships deadline-Friday, December 8. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent studylresearch or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Introduction Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,726 for the Interim course plus a $25 technology fee. Students interested in registering for an Augsburg Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199, 299, 399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2001 November 13 to December 1 . . . . . . . . . . Interim registration January 3 . . . . . . . . . . . . . . . . . . . . . . . . . .First day of Interim Time I-9:00 a.m. (first day) Time II-1:15 p.m January 4 . . . . . . . . . . . . . Last day to register or add a class or cancel a class without a notation January 12 . . . . . . . . . . . . . . . . . . . . . Last day for determining grading option with registrar January 12 . . . . . . . . . Last day for withdrawing from courses January 15. . . . . . . . . . . . Martin Luther King Day-no class January 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interim ends January 30 ......................Spring semester begins February 2 ................Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15 p.m.-5:00 p.m. Note: Martin Luther King Day-No class For More Information For more information contact Barbara Pappenfus in the Interim Office at (612) 330-1150. Calendar Accounting (ACC) See listing under Business Administration. Drawing ART 107-J Instructors: Pary Pezechkian-Weinberg and Tara Christopherson The legendary light and geography of Provence has shaped art history for centuries. In the last hundred years alone, it has inspired countless works of art. Using French language and personal art, students will immerse themselves in place, documenting their own inspiration with text and images of Provence through journal, discussion, sketching and assemblage. The language, culture and art of Provence will come alive for students, resulting in a very personal memoir grounded in site-specific content. Students will spend the majority of their time in Provence, winding up the program with four days in Paris. For more information, contact Prof. Pary Pezechkian-Weinberg, (612) 330-1090 or Prof. Tara Christopherson, (612) 330-1232. Note: This course is being taught in France and is listed in the UMAIE booklet as Topics: The Artist's Book, Provence to Paris. Liberal Arts Perspective: ART 107 -Aesthetics Life Drawing ART 247-J Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in various settings for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee for $45 to be paid on the first day of class. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 Laboratory Biochemistry BIO 368-J Instructor: Karen Ballen This course is an introduction to techniques commonly used in biochemistry. Techniques include (but not limited to): protein extraction, dialysis, spectrophotometry, SDS polyacrylamide gel electrophoresis, ion exchange chromatography, Western blots, measurement of enzyme activity, and thin layer chromatography. Note: BIO 368 cannot be used to satisfy an upper division elective in the biology major. Prerequisites: 2.0 in BIO 367 Maximum Enrollment: 12 Time: I Room: Science 212 Internal Audit and Management Consulting ACC 424-J Instructor: Staff Auditing through an interdisciplinary approach. Using techniques discussed in a ~ - ~ o i t , ~ t i~nig~, ~ i ~nli~rl,lgcmcrlf, ncc, marketing, and MIS, we c x ; ~ n l i ~ l ae i~iisincss'iolcr-na1 cuii~rolsystems and operating c l l i z i c l ~ c y .13y s~cypingaway from the traditional textbook approach we incorporate creativity and discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement techniques, disaster recovery planning, and report writing. Students will be evaluated by classroom quizzes, a project, and final examination. Prerequisites: ACC 221&222, BUS 242,252,331, ECO 113, MIS 175&379 Graduation Skill Requirement: Speaking, Writing 1 & 2 Maximum Enrollment: 20 Time: II Room: Old Main 11 Biology d, The Music Business: Marketin Promotion, Publishing, Recor Ing BUS 105-Jl305-J MUS 105-Jl305-J Instructor: Ned K a n t a r An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics included are music and theatre, arts administration, copyright, licensing, and recording. Objectives include giving students a basic working knowledge and an understanding of the necessary survival skills to succeed in the music industry, the ability to access and lwowss i ~ i i i ~ r n l a t i oncctlccl r~ I;II. solvi~lerylriciil t n i ~ s i c (11' 111e liur~(lr.t'tlaol' I,usir~uss ~ ~ ~ ~ o l ) :unil l ~ ~nn n siIw,li-rnc.ss , cirrcci. c ~ l , q ) o l + ~ u ~ ~c iv~i li le~ si l l~lic111~1sicind~uirl-y.'l'hc L,I)LII'SC is OI>C'I\ I { ) l)o!l~i t l l j l ~ ';IIICI ~ . IOWC'I- tlivision sl i ~ d c ~ l l Illlllcr s. cliviilrc r , e c l u i r c d Io ri~riilllclc.:~ litla1 r . ~ s c ; ~ prw. ~~~Ii s i r ~ nslucler~~s ject. Examples include devising a specific marketing plan for a venue, concert series or performing ensemble; researching a specific career opportunity; or another approved project. For interested students, an optional four-day trip to the American Performing Arts Presenters (APAP) Annual Conference in New York City, the largest booking conference for concert presenters in the world, is scheduled for January 6-9, 2001. Students are responsible for the cost of transportation, room and board. Students will be evaluated on written and oral presentations, including quizzes, research assignments and classroom projects-individual and/or symposium format. Maximum Enrollment: 15 Time: II Room: MUS 4 Responding to the Challenge of Japan BUS 368-J Instructor: Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or minoring in international business or any field of business administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of the instructor Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 20 Time: I Room: Old Main 29 International Marketing BUS 466-J Instructor: Wolfgang Winter Issues and activities unique to marketing in an international context. [Required for the new major in Marketing.] Prerequisite: BUS 252 Maximum Enrollment: 20 Time: II Room: Old Main 29 Personal Financial Management BUS 295-J BUS 495-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment, and retirement planning. BUS 295: Quizzes and exams. BUS 495: All of the above plus some assigned case problemslpapers will be required. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Time: I1 Room: Foss 43 Advanced Computing for Business MIS 370-J Instructor: Jim Kattke C3bjcctivus arc tcl lcnrti conccpls unilc.~.lyi~lg crr,;~tiitnof Web 1ugcs and b i u i ~ ~ cco~minunicatic~n ss v i ' ~(he I n~crnrl.Usc o l r ~ l ~ t i i ) l ~latilb:1scs i.~l [or u c l v a ~ i ~ cqucrics, d fi~rms,altd rcpnr ts. Basics of event-driven programming for solving business related problems. Students will complete three major projects and a few minor assignments. The course requires significant effort on projects and constant access to a computer. Cooper;~lionw i ~ hl'cllow sluiltn(s in 1e;irning to aoply col-1cepts is cncou ~,i~p,cd. A good gr~ispof blS Access is rcquiruil or the williilgntss lo cxcrcisc cxccplic)nal effort in lt.;lri\ing tllc tool. Prerequisites: MIS 175, CSC 170, consent of the instructor, or Math Placement Group 3 Maximum Enrollment: 20 Tme: II Room: Lindell 16 Chemistry for Changing Times CHM 100-J Instructor: Arlin Gyberg This course is developed from the perspective of a person living in modern, high-technology society such as the United States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically grown food, chemical dependency, licit and illicit drugs, the energy crisis, and the debates about sources of energy, the green house effect, and nuclear waste storage, pollution, genetic engineering and much more. Many of these problems are chemical in nature. Thus, in learning about chemistry, via lecture and in-class discussion, we can begin to understand ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the score of total points on the daily quizzes. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 Chemistry I Introduction to Computer Science and Communication CSC 160-J Instructor: Noel Petit This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 15 Time: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Evaluation will be done on 10 programming assignments, two to three quizzes and a final project. Grading is done by combining the weighted grades of all assignments and quizzes. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: II Room: Sverdrup 202 Topics: Computer Science: An Alternative Scheme One and Two CSC 273-J CSC 373-J Instructor: Charles Sheaffer This course is especially intended for students with no prior exposure to programming in particular or computer science in general. It will be a laboratory intensive, self-paced course using the Scheme programming language. We will introduce an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit from exposure to the alternative paradigm represented by the Scheme language and will acquire a concrete understanding of how these important concepts are actually implemented in real languages and machines. Students will be evaluated based on a series of programming projects. CSC 373 is a continuation of CSC 273. Graduation Skill Requirement: for CSC 373, Critical Thinking Prerequisite: CSC 273, none; for CSC 373, CSC 273 or consent of the instructor Maximum Enrollment: 20 Time: II Room: Sverdrup 205 Topics: Forecasting Economic & Business Activity ECO 495-J Instructor: Steve Huchendorf This course is designed to prepare students for analyzing primary and secondary economic and business data in making business decisions. Skills will be developed in various forecasting techniques as well as skills in using the statistical software package MINITAB. Course outcomes include building knowledge of qualitative and quantitative forecasting techniques; identification of data patterns, scatter diagrams, Economics I correlation analysis, moving averages, exponential smoothing techniques, regression models, classical decomposition, regression of time series, box-jenkins time series analysis, and various qualitative forecasting techniques. Skills in the selection of the appropriate forecasting technique will be developed with a comparison of the characteristics of each technique. In addition to the forecasting techniques that are learned in the course, students will also apply the concepts with the statistical software package MINITAB. Course evaluation will include homework, computer assignments, exams and a forecasting project. The forecasting project will apply the course concepts to a student selected data series. Prerequisite: ECO 112 or 113 or consent of instructor. Maximum Enrollment: 15 Time: I I Room: Sverdrup 201 Practicum and Seminar in Special Education EDU 491-J Instructor: Susan OIConnor A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Students must complete designated hours of fieldwork as well as written and reading assignments. Prerequisite: EDU 282, completion of courses for special education minor, or consent of instructor. Maximum Enrollment: 9 Time: II Room: Sverdrup 206 The Cuban Story: Quantitative Journalism in Cuba ENG 347-A Instructor: Cass Dalglish Students will research and write stories with a statistical issue at the core, doing their work where few U.S. citizens have been able to travel or study-Cuba. They will study how to evaluate and analyze information both numerically and verbally and how to communicate quantitative data. They will study the Cuban economy and both the gains and challenges politics have brought to Cuba. During the 10-day seminar, students will interview economists, meet government officials, travel to the country to consider food and farming, study health care and education, and meet students and journalists. Finally, students will write lucid investigative stories which demonstrate that they have gained an ability to gather, handles, and present quantitative information in a precise and readable style - in oral and written formats. The class will have several meetings at Augsburg before the Cuba travel and several following the group's return to the U.S. [This is a joint day Interimlwinter WEC course with enrollment limits.] Prerequisite: ENG 225, ENG 227 or consent of the instructor, Math Placement Group 3 Graduation Skill: Quantitative Reasoning Time: arranged Topics: Which West? The American West in Film and Literature ENG 282-A ENG 382-A Instructor: Joan Thompson In this class you will read literature and view films in order to learn about ways in which ideas about the American West have helped to shape American identity and cohstructions of the West. Although over 100 years have passed since Frederick Jackson Turner announced the closing of the American frontier at the 1893 meeting of the American Historical Society, the West has not lost its associations with the frontier and its attendant mythology. You will learn that even as formulaic fiction and film popularized this vision of the West, serious writers and, more recently, filmmakers have been exploring other possible versions of the West. Through focusing on these explorations of the West as place, you will gain an understanding of the role of myths, such as the romantic gunfighter's conquest of both Native peoples and land, in American views of the West. You will also explore ideas such as Manifest Destiny, individual freedom, and appropriate land use. Because the West has always been filled with a plurality of voices, you will look'at ways writers and filmmakers who have visited, imagined, or lived in the West have both affirmed and countered these myths and ideas in their work. Course grades will be based on readinghiewing journals, a three to four page paper, a final exam, and class participation. Additionally, if you are enrolled in 382, you will read several critical articles on reserve at Lindell Library, as well as an additional novel. You will then write an additional short paper on the novel using the critical ideas you have studied. You will also give a brief presentation on your additional reading. Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Old Main 26 Topics: Investigating the Victorian Thriller ENG 282-D ENG 482-D Instructor: Dallas Liddle This course will study the phenomenon in nineteenth-century Britain of the popular novel of suspense, mystery and terror. From Frankenstein early in the century to Dracula at its end, the nightmares imagined by novelists of Great Britain have continued to interest and horrify readers throughout the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood and Wilkie Collins were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes, and the villains (as one reviewer remarked) seemed like people the reader might meet at dinner. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that the politer genre of domestic fiction could hardly hint at including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life, industrial poverty, and empire. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Foss 20 Topics: The Heroic Journey ENG 282-M ENG 382-M Instructor: Joan Griffin "The hero," says Joseph Campbell, "Is the man or woman who has been able to battle past his personal and local historical limitations to the generally valid, normally human forms." This struggle, the heroic journey, is a quest for wholeness, for harmony with oneself, one's society, and even the universe. The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero and/or the redemption of the hero's society. This course will study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of Joseph Campbell, but also citing studies of the hero by Lord Ragland, Carol Pearson, and Richard Slotkin, among others. We will note that major heroic genres in western tradition-the epic and romance-almost always assume that the hero is usually a warrior and aristocrat. Thus we will analyze typical elements of the heroic warrior myth as depicted in ancient and medieval epics and romance, but will also pay particular attention to works that challenge or enlarge the tradition. We will consider the implications of the enduring popularity of warrior-hero renditions of the heroic journey. Evaluation is based primarily on papers. Class attendance is mandatory. Do not take this course if you know that you will need to miss more than two classes. Prerequisite: ENG 111 recommended but not required. Liberal Arts Perspective: Western Heritage Maximum Enrollment: 15 Time: I Room: Foss 20 English Beginning French I FRE I l l - J Instructors: Pary Pezechkian-Weinberg and Tara Christopherson This course is the same as ART 107-J Drawing. See p. 7 for course description. Note: This course is being taught in France and is listed in the UMAIE booklet as Topics : The Artist's Book, Provence to Paris. Liberal Arts Perspective: Intercultural Awareness 2 C.S. Lewis and the Christian Imagination HON 401 -J Instructor: Larry Crockett For information, contact Prof. Larry Crockett, (612) 330-1 160 Liberal Arts Perspective: Christian Faith 2 or 3. Time: I Room: Sverdrup 208 Dance (men only) (0.5 course credit) HPE 232-M Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously Maximum Enrollment: 12 Time: I- 1/3,1/5,1/8,1/9,1/11,1/16,1/17 Room: Melby Gym - center court Honors Dance (women only) (0.5 course credit) HPE 232-W . Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Xme: I - 1/3,1/5,1/8,1/9,1/11,1/16,1/17 Room: Melby Gym - center court Prevention and Care of Athletic Injuries (0.5 course credit) HPE 275-J Instructor: Missy Strauch Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. Note: HPE 232 and HPE 275 can be taken simultaneously. Prerequisite: HPE 114 or equivalent Maximum Enrollment: 20 Time: 1 - 1/4,1/5,1/8,1/10,1/12,1/18,1/19,1/22,1/23,1/24,1/25 Room: Melby 119 School Health Curriculum(O.5 course credit) HPE 320-J Instructor: Staff Techniques for developing a course of study in school health based upon growth and development for grades 5-12. Examination of "Standards" and pedagogy for health education, curriculum and assessment included. Maximum Enrollment: 18 Time: I - Mondays, Wednesdays, and Alternate Fridays Room: Melby 202 Administration and Supervision of School Health (0.5 course credit) HPE 41 0-J Instructor: Staff Historical background, legal basis, school health services in relation to community and school health programs and resources. Maximum Enrollment: 18 Time: I Tuesdays, Thursdays, and Alternate Fridays Room: Melby 202 - Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,300, which includes airfare for Augsburg day students and qualifying interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce Health & Physical Education 1 Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, (612) 330-1247; no smoking is allowed; basic swimming skills Graduation Skill Requirement: Lifetime Sport, also one course credit upper divislon Maximum Enrollment 10 ( A waiting list will be kept after the original 10 spots are filled) The Use and Misuse of "Lessons" of History in 20th Century European Diplomacy HIS 195-J Instructor: Sheldon Anderson This interim seminar examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Lenin, Woodrow Wilson and the Versailles Treaty, Neville Chamberlain and the appeasement of Adolf Hitler at the Munich Conference in 1938, Joseph Stalin's decision to sign a non-aggression pact with Hitler shortly before World War 11, Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies, and Reagan and Gorbachev's diplomacy as the communist systems of Europe fell in 1989. Through discussion of common readings and several small research assignments, the course will focus on the popular myths that have developed about these leaders and these conferences, and some of the "lessons" that scholars and policymakers have drawn from them. Maximum Enrollment: 25 Time: I Room: Sverdrup 20 Paideia Seminars INS 120-J Instructor: Anne Jensen Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and /or hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Foss 43 Topics: A Civil Rights Immersion: Experiencing History INS 200-J INS 300-J Instructors: Garry Hesser and Joseph Young Learn by visiting the historic sites and visiting with those who brought about the most important changes in the 20th - century U.S. It could change your life, too. During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the first two weeks, we will seek to develop a basic understanding of race relations in the U.S. through readings, visiting lecturers, videos, learning from each other, and the MLK, Jr. event on January 15. Then, this intentionally diverse class will board a bus for an intense, study-travel journey to Little Rock, Memphis, Selma, Birmingham, Montgomery, Atlanta and Nashville-the places where history was made and the museums that chronicle those times. We will meet with and interview participants in these critical events, as well as actively engage one another in dialogue and collaborative learning. The course objectives Interdisciplinary include learning about the history and sociology of race and ethnic relations in the U.S.; gaining insights from persons and places that mark the "turning points" of the 1950s and 1960s; documenting our personal and group experiences so that our insights and understanding can be shared with the Augsburg community and others; and increasing our skills for cross cultural collaboration and dialogue. Upper and lower division: Students obtaining upper division credit will complete a research paper on a specific topic related to the course, including an annotated bibliography with a minimum of 20 resources. Cost: $600, plus the cost of your ineals and personal expenses for 11 days. Covers all transportation and lodging for 11 nights. Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2 Maximum Enrollment: 25 Time: I Room: Murphy 111 **Note: All participants will go on a bus tour beginning Monday, January 15, and ending on Friday, January 26. Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 30 Time: I Room: Old Main 27 Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson and Lynda Olson This course introduces students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations and discussions with panels of professionals. Students will be expected to research employment trends and career options, complete a portfolio of reflections, exercises and self assessments and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Lindell 16 Dakota History and Culture INS 495-J Instructor: Eric Buffalohead This course examines Dakota culture and history from 1650 to the present. Emphasis will be on cultural changes and development affecting the Dakota tribes in Minnesota. Students will be required to conduct in-depth research and to write a major paper of their findings. There will be an inclass final examination and questions will be given weekly to facilitate discussions. Maximum Enrollment: 15 Time: II Room: Music 23 Room: Murphy 111 * To ics: The Czaeh Republic: Social and Cu bra! Impact of the Emerging Free 7 Market Economy INS 495-K Instructor: ~ t StoHer u This intensive experience in contemporary Czech culturr and society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central Europe. Students will reflect critically on how their own life experiences have shaped their perspectives in the world, and how this differs from people in other countries. During week one, there will be excursions and field trips, that will explore the environs of Olomouc and study the history, culture, art, and architecture of the Czech Republic. Week two will focus on the Czech Republic's recent membership in NATO. Students will study the roots of the divisions of modern Europe, the concerns of the Czech government as it approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the ex-communist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values which underlie these new economic initiatives. For more information and costs for the trip contact Stu Stoller at (612) 330-1772 Management Information Systems (MIS) See listing under Business Administration Social Justice in America POL 140-J Instructor:Andrew Aoki In this course, students will develop their ideas about social justice, and apply them to urban issues. This is a course for those who like discussing ideas, and who wish to become better thinkers. Students will develop their arguments in papers and class discussions. Reading is light, and most of the material is covered only in class, so attendance is essential. Students who anticipate having to miss one or more classes should not take this course. The most successful students will be those who are willing and able to engage in a rigorous and critical examination of their own views. Participation is required, including evaluating and commenting on the ideas of classmates. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Music 22 Environmental and River Politics POL 241-J Instructor: Joe Underhill-Cady We live and work on the shores of the largest river in North America. It is the reason the Twin Cities are located where they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem. Of late in cities across America there has been "a return to the river," and in this class we will be doing the same. The River stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power and beauty of the natural world, and there is much to be learned from studying it. Using the Mississippi as the focus, this course looks at the changes in thinking about the relationship between humanity and the natural world, as the relationship has been expressed in literature, law, science, religion, political philosophy, and popular culture. Particular attention will be paid to legal and cultural conceptions of the natural world, including the ideas of property and ownership. We will explore the distinction between wilderness and civilization and the political function of the line dividing those two realms. We will explore the river through the eyes and experiences of those who have worked and lived their lives along it, and through site visits to locations along the river, speakers in class, and on the Internet. Students will have an opportunity to explore their own interests in the river through individual projects, ranging from boat building, to lobbying at the State Capital, to the various Mississippi floods, to river ecology and "green consumerism." There will be opportunities to work with local river-related groups on those projects. Throughout the course students will be encouraged to dream, and to work on taking that vision and making it a reality, in building support for a project, in networking, in having patience, in following through, in working hard, and at the end, having something concrete to show for their efforts. These projects can be a prototype for the future pursuit of a vocation to contribute to their world in whatever way one is called to do so. Liberal Arts Perspective: Social World Graduation Skill: Critical Thinking Maximum Enrollment: 20 Tme: I Room: Old Main 25 Principles of Psychology PSY 105-J Instructor: Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Evaluation will be based on means of two tests and two lab reports. Liberal Arts Perspective: Human Identity Maximum Enrollment: 25 Time: II Room: Old Main 10 Psychology and Law PSY 335-J Instructor: Nancy Steblay Application of psychological principles and research methodology to legal processes and issues. The course emphasizes three content areas: eyewitness issues (such as lineup and interview procedures), courtroom procedures (jury selection, jury decision-making, pretrial publicity), and psychological profiles of offenders and victims. Grades will be based on exams and one paper. Prerequisite: PSY 105 Maximum Enrollment: 25 Time: II Room: Old Main 25 Basics in Youth and Family Ministry REL 235-J Instructor: Richard Hardel This course will provide students with the history and development of youth and family ministry in the U.S. It will provide students with basic skills and understanding for designing an effective youth and family ministry in a congregation. Students will study the latest research on children, youth, and families from Search Institute and learn the new paradigm of home and congregation in partnership for teaching and nurturing faith. They will learn the latest conceptual model of a holistic approach to youth and family ministry. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 25 mme: II Room: Music 24 Psychology I Theology of Death and Dying REL 390-J Instructor: John Benson This will be a multidisciplinary course, using materials from biology, psychology, sociology, history, world religions and Christian theology proper. It will also be ecumenical, since some of our theological material will come form Roman Catholic as well as Protestant sources. Religious traditions regarding death and the afterlife will be studied, and various ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will become acquainted with the field of mortuary science, the hospice movement in the United States and current medical practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format. Grades will be based on class participation, two tests and oral presentation of a research project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 'lime: I Room: Music 23 Topics: Psalms, Songs, and Religious Poetry REL 308-J Instructor: Rolf Jacobson A study of poetry from the Christian tradition, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. An introduction to interpretation of poetry and poetry set to song. Students will be evaluated based on one major paper, leading three discussions of primary texts, and on class participation and preparation. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 1 or 3 Maximum Enrollment: 25 Time: I Room: Music 24 Topics: Religion at the Movies REL 309-J Instructor: Lori Hale 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. Movies including the "The Matrix'', "The Shawshank Redemption", "Babette's Feast'', and "Wings of Desire" will be coupled with directed theological or historical readings. Essays, class participation, and a final paper will serve as the basis for evaluation. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: II Room: Music 22 The Vision of God in Nicholas of Cusa and Martin Luther REL 455-J Instructor: Mark Tranvik and Mark Fuehrer This course examines the thought of two major thinkers from the late medieval and reformation periods. We will read and discuss primary texts from Cusa and Luther, focusing on the theme of the "vision of God" Last three days of the course will be held at a lodge in northern Minnesota. Three extended essays will be the basis of evaluation. Team-taught by Professors Mark Fuehrer (philosophy) and Mark Tranvik (religion). A fee of $225.00 is required to cover lodging costs. This will need to be paid by December 1,2000. Transportation is student responsibility. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 20 Time: I Room: Old Main 10 Religion I Exploring Human Services SWK 257-1 SWK 257-J Instructors: Vern Bloom and TBA Experiential learning occurs as students volunteer 60 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to introduce the fields of practice in social work and to help students explore a possible major in social work or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Topics: Child Welfare Social Work and the Law SWK 295-J Intructor: Tony Bibus and Ragnhild Collin-Hansen This course will introduce students to social work practice in the area of child welfare with special focus on the relationship of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet with key policy makers, observe court procedures and discuss practice and legal issues with child welfare social workers and possibly with families and children as well. There will also be opportunities to compare child welfare laws and practice in the US with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of securing safety and nurturing children while preserving their ties to their family will be examined. We will also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze the dynamic interplay of societal values, power, politics, facts and myths as they manifest themselves in child welfare laws; they will begin to form their own positions regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be in the form of assessments by instructors and students of the major paper or project completed for the course. Prerequisite: Social Work Majors or permission of Instructor Maximum Enrollment: 8 Time: II Room: Sverdrup 20 Field Work I: Integrative Seminar SWK 307-J & K Instructor: Curt Paulsen and Joe Clubb Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Human Community and the Modern Metropolis SOC 211-J Instructor: Gordon Nelson This course will examine the extent to which the experience of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for a class presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class participation and a final examination will be basis for evaluating performance in the course. Liberal Arts Perspective: The City Maximum Enrollment 25 Time: I Room: Foss 175 Social Work rrs - Foundations in Women's Studies WST 201-J Instructor: Julie des Jardins This course offers an introduction to the interdisciplinary field of women's studies. Students will explore the scope of women's studies; develop greater understanding of diverse women's status, contributions, and concerns nationally and globally; and consider how women's studies and other academic disciplines influence our perspectives on women and men, and on policies and actions affecting people's lives. Throughout the course, we will make connections between gender, racelethnicity, economic class, sexuality and other differences in our analysis of women's experiences. Finally, we will explore ways to put our knowledge into action. This course requires active participation, daily reading and several short writing assignments. In addition, we will take field trips to visit some women's organizations in the Twin Cities. Graduation Skill Requirement: Speaking Maximum Enrollment: 20 Time: II Room: Old Main 13 Women's Studies Lifetime Sports The following activities are available to students during Interim, and students may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. Lifetime Sport: Badminton/Pickleball HPE 002-B Instructor: Brian Ammann Practice and playing of badminton and pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time 12:OO-1:00 M, T, W, Th, F Room Melby Gym northlsouth courts Lifetime Sport: Ultimate Frisbee HPE 002-F Instructor: Marilyn Florian Practice and playing of ultimate frisbee. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sport: Golf HPE 002-G Instructor: Brian Ammann Practice in the various shots used in the game of golf. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sports Introduction to Dance HPE 002-T/THR 002-T Instructor: Sandra Agustin See course information listed under THR 002-T Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Satern Auditorium Interim Abroad Social Work in Nicaragua-Challenges in Social Justice + January 7-26, 2001 SWK 295 (Contact your social work adviser about credit options.) Instructor: Randy Herman, Univ. of St.Thomas; Augsburg Contact: Tony Bibus Will introduce students to social issues faced by Nicaraguan families and communities in both urban and rural settings. Experiential in design, this course will provide opportunities to meet Nicaraguan people in their homes, communities and places of work. Spanish language proficiency is not required, as interpretation will be provided as needed. The course will include excursions to both rural and urban settings, opportunities for field experience and hands-on service, and classes in Spanish conversation. Cost: $2595, This includes roundtrip airfare from Minneapolis to Managua, all meals, lodging, ground transportation, program expenses and course tuition. Register for course at Augsburg College, Office of Registrar. Also, make application at the Center for Global Education in Murphy Place. Application deadline: October 20, 2000. Maximum Enrollment: 20. For more information contact: Study Abroad Office, Center for Global Education, Murphy Place, (612) 330-1 159. + Topics: Social Work & Education in Norway January 3-26, 2001 EDC 495-PISWK 295-P (Social work majors should contact their adviser about credit options.) Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or Susan O'Connor Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health and welfare services to children, youth and families. Students may take one of two separate but parallel tracks: "Winter Recreation Programs with Children and Youth'', or "Social Work, Child Welfare Work, and Education." Lectures, field study, and practicum experience will introduce students to the content and context of professional practice in Norway as well as the unique Norwegian system of folk high schools. All classes will be taught in English and will contain both U.S. and Norwegian students. Prerequisites: Students signing up for the education track must have some experience in cross-country skiing. Cost: $2350. This includes roundtrip airfare from Minneapolis to Trondheim, Norway; all meals, lodging, program expenses, and course tuition. Register for course at Augsburg College, Office of Registrar. Also make application at the Center for Global Education in Murphy Place. Application deadline: October 20,2000. Maximum Enrollment: 20. For more information contact: Study Abroad Office, Center for Global Education, Murphy Place, (612) 330-1 159. UMAIE SPP 201-J Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. Africa and the Middle East The Middle East: A Spiritual Geography Tradition and Modernity in Africa: The Experience of Ghana Asia Development and Community in Bangladesh Australia and the South Pacific Sustainable New Zealand: Ecology, Economy and Society Europe Introduction to Peace and Conflict Studies: The Northern Ireland Context British Henlth Girt': Mecli~r,qSl~cr.irllNeeds , and Music Christian I,Viwslrip: 14r11t ~ j A r t Atz.l~itecture, ~ I N I orw~~y Sot:i(rl ht~rk1111tiEiiuci,~tiot~ 'lilt, (:zcc/l Kcprrtliic: Sorii~ln r d C.i:lrlrirral I~lipnrl(I)' the Kt1 I L : Y i11,q ~ lqrw M ~rk~+t J EL+O/KJI 71y 7'11~ E~ig!isIlScl~ooinlrtl Ft:llr~lily: A <A'o:nl~rl~nrri~ivc .St!aly Trikirr,qrr Qrrrrrr~ilr~rI.i:rrp irrlo Elrrgjr ' I ' h Ar!is~!sllook, ~ ' ~ O V C I I L to - L ,Pdris: f i c g i r ~ t ~ D i ~ I~ gY ~ W i411ii ~I~~ 7k;~irlrtirigI;ri,rr.l~ch Helkrrrzi~~g Br~~/nrt(l: !I ( ~ i A~li.it,ir/ u I ; r i ~ chcrs ~ Shaped the I,ito?~lurc.arlll Art oJ'R4nilcrrrI;r~~lnr~rt The I.r;tri/saipt,sc!il;rritl.r: C:IJ/III~J~IIJS, A h 6 t . ~ and , Parishes The L m / ( ; ( ~ t ~ r r t ~ ~ !Ai uj it~~ t: ~ r , i ~it1~ (Pf~ris ~~rs "Most German of the Arts": Music and German National Identity Psychoanalysis and Feminism: French, British, and American Perspectives Scandinavian Economy, Culture, and Society Latin America and the Caribbean The Cuba Story: Quantitative Journalism in Cuba Sailing in the Virgin Islands Social Work in Nicaragua Interim Abroad Other lnterim Abroad Courses HECUA Environment, Economy and Community in Guatemala Development and Community in Bangladesh ACTC Peace and Conflict Studies in Northern Ireland ACTC Creative Writing Workshop at St. Thomas The Language of Desire: Theory and Practice of the Love Poem For Advanced Creative Writers Course will carry upper division English credit Instructor: Leslie Adrienne Miller What makes a poem hot? What gives language that extra charge and sparkle? Why are bad poems about sex really bad? What is the role of the erotic in a poem? In a love poem? How do poems seduce us, engage our sense of physical desire via our imagination? How can we be sure we've written a sexy poem rather than a mere sex poem? How have poets answered these and other questions across a variety of times and cultural contexts? This course will explore these and other related questions with the assumption that poetic language can and often should be sensual, erotic, sparky, a flirtation with the reader, and the understanding that the sexiest of poems are seldom actually about the sex act itself. In this course we will take a look at erotic elements in poems and explore how poets handle physical desires of all kinds to engage and seduce their readers. Students will explore a variety of ways to work with erotic language and subjects. We will examine what makes particular images and metaphors sensual and how poets transform potentially dull and lor unsexy subjects into vibrant and appealing answers to human desire. The class will include in-class discussions of text, writers to the course, on the recommendation of the creative writing faculty. To be considered for enrollment in this course, con- Interim Abroad tact Cass Dalglish, (612) 330-1009, or Roseann Lloyd, (612) 330-1423, before registration. Time: Monday through Thursday 1-4 p.m. Room: 108 Christ Child Hall. University of St. Thomas Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. The washington Center 2001 Academic Seminars The Presidential Inauguration January 7-20, 2001 Pol 398-A The Washington Center's "Campaign 2000" academic seminars will conclude with a two-week seminar focusing on the inauguration of the next president. It examines the presidential transition of power and explores how the new administration succeeds in moving from campaign rhetoric to hallmarks in public policy. Participants also join in the celebration, pomp, and ritual of a presidential inauguration. One half credit is available from the political science department for this twoweek program. The course is a passlfail course based on participation in program activities including site visits, small group seminars, and journals. For further information about the program see Prof. Hedblom in Memorial Hall 117A; call her at (612) 330- 1197; or e-mail <hedblom@augsburg.edu>. There are four scholarships available to cover registration and tuition costs based on priority in registration through the political science department. Other
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Title: Augsburg College Undergraduate Catalog, 2004-2006
Collection: Course Catalogs
Search Result: C O L L E G E Transforming Education OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current a t t h e time o f publi...
Show more C O L L E G E Transforming Education OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current a t t h e time o f publication, it is subject t o change without notice. The written policies in the catalog are t h e College policies i n force a t the time o f printing. It is the responsibility o f each student t o know the requirements and academic policies in this publication. If you have questions about anything i n this catalog, consult Academic Advising, a faculty adviser, the dean o f the college, o r the registrar. Key offices are listed o n page 8 for correspondence o r telephone inquiries. Published May 2004 -Y n UI GGLII 13 from the President I hope you are looking a t this catalog because you've enrolled at Augsburg College. If so, welcome! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a clarifying definition of the vocation to which you feel called, and a confident satisfaction that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. I- If you are reading this to find out more about Augsburg College and an Augsburg education, welcome to these pages. I believe you will find 5 that they not only tell you about the character +. and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg College 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 a great learning laboratory, but one in which you will be able to share your own talents and skills. Augsburg's challenging academic environment is enhanced by both educational and service experiences that trandorm theory into action and unite the liberal with the practical in preparing students as leaders for service in a global society. Y F . The study you are undertaking at Augsburg-r 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. A you join Augsburg, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and from which new destinations are reachable. Bon voyage! Sincerely yours, William V. Frame President The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2004 Summer...................................... F r e s a n registration Sept. 5-7lSun.-Tues. ....................New student orientation Sept. 81Wed. ................................ Classes begin Oct. 29/Fri. ..................................Mid-term break (one day only) Nov. 15-Dec. 3/Mon.-Fri. ............Registration for spring Nov. 25Dhurs. ............................ Thanksgiving recess begins Nov. 29/Mon. .............................. Classes resume Dec. 17/Fri. ..................................Classes end Dec. 20-23IMon.-Thurs. ..............Final exams Spring Term 2005 Jan. 18Dues..................................Classes begin Mar. 21/Mon. ............................... M i d - t e r m / break begins Mar. 29/rues. ................................ Classes resume Apr. 4- 15/Mon.-Fri. .....................Registration for fall Apr. 29/Fri. .................................. Classes end May 2-5IMon.-Thurs. .................Final exams May 7lSat. .................................... BaccalaureatdCommencement The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2005 Sept. 7/Wed. .................................Classes begin Oct. 28/Fri. .................................Mid-term break (one day only) Nov. 241Thurs. .............................Thanksgiving recess begins Nov. 28/Mon. ...............................Classes resume Dec. 16/Fri. .................................. Classes end Dec. 19-22tMon.-Thurs. ..............Final exams Spring Term 2006 Jan. 17/Tues. .................................Classes begin Mar. 2O/Mon. .................... . , ...... Mid-term break begins Mar. 27/Mon. ............................... Classes resume Apr. 14/Fri.................................. ..Easter break Apr. 28/Fri. .................................. Classes end May 1-4hion.-Thurs. .................Final exams May 6lSat. ....................................BaccalaureatdCommencement The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~.augsburg.edu/enroll/registrar>. Fall Term 2004 June 7 .......................................... Web opens for registration* Aug. 13 ........................................ Remote registration ends (must register in person after this date) Sept. 10 ........................................s t day to add class without faculty signature Sept. 17 ........................................ Last day to add class with faculty signature** Sept. 23 ........................................ s t day to petition Student Standing Committee to add a class . L a day to drop class without record notation Sept. 17 ...................................... Last day to change grade option or withdraw from class** Oct. 27 .................................... Class Weekends: Sept. 10-12, Sept. 24-26, Oct. 8-10, Oct. 22-24, Nov. 5-7, Nov. 19-21, Dec. 3-5, Dec. 10-12 Winter Term 2005 Nov. 1 .......................................... Web opens for registration* Dec. 17 ........................................ Remote registration ends (must register in person after this date) Last day to add class without faculty signature Jan, 7 Last day to add class with faculty signature** Jan. 14 ......................................... Last day to drop class without record notation Jan. 14 ................. Jan. 20 .......................................... Last day to petition Student Standing Committee to add a class Feb. 16 ........................................ s t day to change grade option or withdraw from classx* Class Weekends: Jan. 7-9, Jan. 21-23, Feb. 4-6, Feb. 11-13, Feb. 25-27, Mar. 11-13, Mar. 18-20, Apr. 1-3 Spring Term 2005 Web opens for registration* Feb. 7 ....................................... Mar. 25 ........................................Remote registration ends (must register in person after this date) Last day to add class without faculty signature Apr. 15 ........................................ Apr. 22 ........................................ Last day to add class with faculty signature** Apr. 28 ........................................ Last day to petition Student Standing Committee to add a class Last day to drop class without record notation Apr. 22 ....................................... Last day to change grade option or withdraw from classx* May 25 .................................... Class Weekends: Apr. 15-17, Apr. 29-May 1, May 13-15, May 20-22, June 3-5, June 10-12, June 24-26 *Questions related to course selection or degree completion should be reviewed with your faculty adviser at least two weeks prior to registration. **Time 1 and 2 classes meeting for two or four sessions have different registration deadlines. Consult the registrar's Web page for details The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~www.augsburg.edu/enroll/registrar>. Fall Term 2005 Class Weekends: Sept. 9-11, Sept. 23-25, Oct. 7-9, Oct. 21-23, Nov. 4-6, Nov. 18-20, Dec. 2-4, Dec. 9-11 Winter Term 2006 Class Weekends: Jan. 13-15,Jan. 27-29, Feb. 3-5, Feb. 17-19, Feb. 24-26, Mar. 10-12, Mar. 24-26, Apr. 7-9 Spring Term 2006 Class Weekends: Apr. 21-23, Apr. 28-30, May 12-14, May 19-21,June 2-4, June 16-18, June 23-25 Area Code 612 Access Center .............................................................................................................. 330-1749 Academic Advising......................................................................................................330-1025 Academic Enrichment ................................................................................................ .330-1165 Academic and Student Affairs.................................................................................... .330.1024 ................................................... .330-1001 Undergraduate Admissions ............................ Toll-free number ..................................................................................... 1-800-788-5678 .................................................. 330-1178 AlumniParent Relations ........................... Toll-free number ....................................................................................... 1-800-260-6590 ...................................................................................................................... Athletics 330-1249 Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053 Center for Service, Work, and Learning .................................................................... .330-1148 .330-1732 College Pastor/Campus Ministry ............................................................................... .......................................... ............................. Public Relations & Communication -.330-1180 ConferenceEvents Coordinator ................................................................................. 330-1107 Development (financial gifts to the College) .............................................................330- 1613 Toll-free number ............................ ......-................................................... 1-800-273-0617 330-1046 Enrollment Center ................................ Toll-free number ................................. .---. ................................................ 1-800-458-1721 Facilities Management ............................................................................................... .330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 .................. 330-1649 Fax ....................*.......................................‘......... ............... .............................................................. ............................... Graduate Programs 330-1101 Human Resources ...................................................................................................... .330-1058 Lost and Found ........................................................................................................... 330-1000 President's Office ........................................................................................................ .330-1212 Registrar .............................. .....-.................................................................................. 330-1036 Residence Life (Housing)........................................................................................... .330-1109 Rochester Program............................................................................................... 507-288-2886 Student Activities ........................................................................................................ 330-1111 Student Government ................................................................................................... 330-1 110 Summer Session .............................-- .......................................................................... .330- 1046 TRIO/Student Support Services .................................................................................. 330-13 11 Weekend College ................................................................................................. 3 3 0 - 1101 Mailing Address: 22 11 Riverside Avenue Minneapolis, MN 55454 Web Site: www.augsburg.edu A Selection from over 50 majors t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Augsburg offers more than 50 major* or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Discovering your gifts and talents The Weekend College Program offers 18 majors. The heart of an Augsburg education is the Augsburg Core Cumculum- designed to prepare students to become effective, informed, and ethical citizens. Through "Search for Meaning" courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: "To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. -- About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg's second president (1876-19071, required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity This change made Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission 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. 12 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a cumculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William \! Frame became president in August 1997. Under his leadership, the College has sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in business, education, leadership, nursing, physician assistant studies, and social work. WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. -- About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with approximately 1,000 students enrolled each term and 18 majors, Augsburg's Weekend College is the largest program of this type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. A Community of Learners Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The heart'of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening or weekend schedule, making them accessible to working adults. There are three trimesters in each academic year, following the same schedule as the Weekend College program. - 14 About Augsburg Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to have an individual e-mail address and have access to the Internet to facilitate the use of technology in the learning and communication process. Further information may be obtained from the Rochester program website at <www.augsburg.edu/rochester> or by calling the Weekend College Admissions Office at 612-330-1101. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnevramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices-The Office of Undergraduate Admissions for the day program is located on the first floor of Christensen Center. The Weekend College Admissions Office, Rochester admissions, and the Graduate Studies Admissions Office are located at 624 21st Avenue South. Anderson Hall (1 993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Public Relations and Communication. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. East Hall-Houses the Minnesota Minority Education Partnership (MMEP) and the Fond du Lac Tribal College Center. Edor Nelson Field-The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. - About Augsburg 15 Foss, Lobeck, Miles Center for Worship, Drama and Communication (1 988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center's lower level is home to the Academic Enrichment Office, which includes the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory; and the Center for Learning and Adaptive Student Services (CLASS) program. Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community The JamesC. Lindell Family Library (1 997)-This library and information technology center houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St. The jeroy C. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with its Office of Alumni and Parent Relations, is located inSrmley's Point, 2200 Riverside Ave. 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 19641, it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)Murphy Place is home to the three of the four components of the Office of International Programs- Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color -American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and HispanidLatino Student Services. Music Hall (1978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty New Hall (1 999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. -About Augsburg 16 Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, and various other program offices. In 1960 the Lisa Odland Observatory on the roof was completed. Smiley's Point (2000)-The Smiley's Point building on Riverside Avenue, once a favorite ice-cream parlor for Augsburg students, now houses the Institutional Advancement and Community Relations division, including the Development offices and Alumni and Parent Relations. Sverdrup Hall (1 955)-Named in honor of Augsburg's fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1967)-Named in honor ~ ~ of Mr. and Mrs. Andrew Umess, t h tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of t h e Third Age-In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (M MEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. - About ~ u ~ s b u r17 g H POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1023. 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. ACCREDrrATlON AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Commission on Collegiate Nursing Education Council on Social Work Education (B.S. and M.S.W.) National Association for Music Therapy, Inc. National Council for Accreditation of Teacher Education National League for Nursing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs Council of Independent Colleges (CIC) National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential ducat ion, and Campus Compact. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.o r p Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 18 percent represent other denominations and religions. Accreditation-The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. Enrollment (Fall 2003)-3,172 dents from 29 countries. W Financial Aid-Over 80 percent of the students receive some form of financial aid from the College and many other sources. CI Library--Over 180,000 items, direct access to over 1,300,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. CI School Year-Two semesters from September to May, and two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Programtrimesters, September to June. M Majors-More than 50 majors in 35 departments and programs. CI Off-Campus Programs-The Office of International Programs offers study abroad programs throughout the world, including Augsburg's own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). CI Athletic Affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. CI Policy--Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. stu- Graduates-18,000 graduates from 1870 through August 2003. Student/Faculty Ratio-15 to 1. Undergraduate class size averages 13-17. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility Accessibility-Augsburg is now one of the most accessible campuses in the region. A skywayItunneVelevatorsystem provides access to 10 major buildings without going outside. Deqrees - Granted-B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. A ugsburg College is looking for students with intelligence - and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. 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. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.--612-330-1001 or toll-free 1-800-788-5678. We'll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1 101. DAY PROGRAM FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts-An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institution should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test ScoresFreshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations-Two letters of academic recommendation are required. References may use the Augsburg recommendation form in lieu of writing a letter. If the applicant has been out of school for several years, the form or letter may be completed by a supervisor, employer, or other person for whom the applicant works. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. -- Undergraduate Admissions 21 On occasion, the Admissions Committee may defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision-Augsburg College uses a "rolling" admissions plan. The first offers of admission are made on November 1. After that, students are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* enrollment deposit to the Office of Undergraduate Admissions within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $100" enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekendz. Transcripts-Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate's admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. 22 Undergraduate Admissions Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. W TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other colleges or universities. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.O/C or better. Augsburg does not grant credit for developmental courses, technical courses, or courses with grades below Z.O/C. The College reserves the right to require that certain courses be taken at Augsburg. Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits from semester or quarter hour institutions are converted to Augsburg credits by dividing by four or six, respectively. Augsburg College limits transfer credits from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches these credit limits, no additional credits will transfer from two-year institutions toward the 32 Augsburg credits required for a baccalaureate degree. Courses taken beyond the credit limit can, however, be used to meet liberal arts and major requirements. Augsburg students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions. A cumulative grade point average (GPA) of at least 2.5 (on a 4.0 scale) in previous college work is recommended for admission to the College. The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student's official transcripts. 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 major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State College and University System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 16 Augsburg equivalent credits (64 semester credits or 96 quarter credits from a community college) will be accepted. No additional credits may be transferred from a community college. 2. All Augsburg Core Curriculum requirements will be waived except: REL 300 Bible, Christian Theology, and Vocation Course Senior Keystone Course One Augsburg Experience I - Undergraduate Admissions 23 - Modem Language requirement (0-2 courses, depending on initial assessment) One college algebra course ( W T 105) or Math Placement Group 3 One course that meets the Quantitative Reasoning Graduation Skill requirement One course in the major that meets a Writing Graduation Skill requirement HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment). This requirement is waived for students who have transferred two equivalent courses 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official tran- script sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a.petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. -Undergraduate Admissions 24 INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>;or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA I I ) ' , .-' ,':, .- , :I, , \ * , I I ! . , I4 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Audit Fee (for part-time students) per course................................$ Full-time students-see page 84. DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$20,260 This rate applies to all full-time students attending in September 2004. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,460 This rate applies to students taking fewer than three courses in a semester andlor an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. audit policy on Room Rent (on average, includes basic services) ..................................$ 3,100 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2004-05 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 763 ..................$ 2,980 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................4 2,900 ....................$ 2,650 Student Activity Fee ................S 180 ACTC Bus (full-time students only) ..................$ 18 Information Technology Fee ..$ 300 Flex 5 point plan OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time $ 90 students) ................................. Late Registration .............................. $ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ................... $ 180 Extended Payment Plan Fee ............$ 50 - Financial Information 27 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$2,460 Private Music Lessons, per semester (14 lessons-.0 cr. or .25 cr.) ......$350 (14 lessons-.5 cr.) ......................$700 Student Teaching (per course for full-time students) ..................$100 Student Teaching (per course for part-time students) .................$150 Study Abroad (in approved non-Augsburg programs) .............$350 Zero-credt seminar (part-time students) .......................................$763 Fees Payable by Check/Cash Application (new and/or special students) ....................... .$ 25 Locker Rental ....................................$ 50 Student Parking Lot Permit -car ........................................... $ 200 -motorcycle .............................. $ 100 Transcript Fee Regular service ........................... .$ 5 Next day .....................................$ 8 On demand ................................. $ 15 Special Examinations, Cap Q Gown Costs (Schedule onfile in registrar's office) BOOKS AND SUPPLIES These costs are estimated to average .OO per course. H DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after lcceptance. The enrollment deposit is credted to the students' account only upon yaduation or withdrawal. Any net credit lalance (after all charges and/or fines) will ]e refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages andlor fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Application Fee (payable once, non-refundable) ......................... $ 25 Tuition (per course) .........................$1,525 Tuition (per summer course 2004) ..$1,400 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 763 Lifetime Sports: Fee for Weekend College Course ......................... ..$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service ............................$ 5 8 Next day ......................................$ On demand ..........................,......$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar .......................... .$ 763 Extended Payment Plan Fee .............$ 50 -Financial Information 28 PAY MENTS-DAY PROGRAM Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options-Day Program(1) Semester payments, due August 15 and December 15 as billed; (2) Extended Payment Plan-an extended payment plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Extended Payment Plan-an extended payment plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 60 days after the last day of the term. Students on this plan must file an employer reimbursement application form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. - ~ A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s1 . . and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the E m o h e n t Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing conmact and/or the appropriate tuition refund schedule. - - Financial Information 29 Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refwut Amount ReJund Period 100% Through the first 10 days of classes (less $100 administrative fee) 90% From the 1l t h day through the 15th day of classes 80% From the 16th day through the 20th day of classes 70% From the 21st day through the 25th day of classes 60% From the 26th day through the 30th day of classes 50% From the 31st day of classes through the midpoint of the term. Augsburg Weekend College Program tefund Policy: This policy applies to new ind returning Weekend College students who drop a portion of their scheduled :ourse load. It also applies to students who :ompletely withdraw from college and do lot receive financial aid. Refund Amount 100% Refund Period Through the Friday following the first class weekend (less a $100 administrative fee if withdrawing from the current term entirely) 80% Through the Friday following the second scheduled class meeting 60% Through the Friday following the third scheduled class meeting 40% Through the Friday following the fourth scheduled class meeting. No refund after the fourth scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Rochester Program and United Hospital Program Refund Policy: See the published refund schedule for your program. Federal Return of Funds Policy: This policy applies to students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. - - 30 F~nanc~al Information The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. 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 charges for the term dropped. The administrative cancellation fee is $300. MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. Requests for medical refunds should be made through the Financial Petition Committee. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the enfire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 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- All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2003-2004 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family Financial aid supplements student and family resources. - Financial Information 31 The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. HOW TO APPLY The following are required to process your financial aid application: 1.Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>.Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at cwww.augsburg.edu/enroll>,and submit it to the Enrollment Center. 4. Submit copies of federal tax forms For the preceding year (e.g. tax year 2003 to be considered for financial aid for 20042005). Tax forms are required for the stulent and parents of dependent students, or spouse of student if filing separately. WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility SubsidizedIUnsubsidizedFederal Stafford loan application Students complete and return one copy of their award letter to the Enrollment Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. H KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. 32 Financial Information Academic Excellence Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must have a 3.7 or higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA. Call Undergraduate Admissions for info., 612330-1001. Achievement Scholarships Regents' S c h o l a r s h i p T h e Regents' Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award-These scholarships provide tuition benefits to full-time day students working toward their first bachelor's degree who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science ScholarshikThese scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Deadline: Accepted for admission by May 1. Augsburg AmeriCorps Scholarship-These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Minority Encouragement Program Scholarship-The Minority Encouragement Program Scholarship recognizes freshmen who have graduated from a St. Paul public high school in good standing and who participated in their school's Minority Encouragement Program. MEP students are assured of receiving a minimum award of $5,000 per year upon admission to Augsburg College. Application deadline is May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership ScholarshipsEthnic Leadership Scholarships recognize incoming freshmen and transfer students with demonstrated scholarship and a record of, andlor potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student's extracurricular activities. The application deadline is May 1. For more information and an application, contact: American Indian Student Services, 612-330-1144 Hispanic-Latino Student Services, 612-330-1309 Pan-Afrikan Student Center, 612-3301022 Pan-Asian Student Services, 612-3301530 Financial Information 33 Performing Arts S c h o l a r s h i v Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 1. Minnesota State Scholarship a n d Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Lutheran Congregational Scholarship Program Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. PRIME Scholarships (Paired Resources in Ministry a n d Education) -Augsburg College will match congregational grants or scholarships up to a maximum of $750 ($1,500 total award) per student per year. Deadline for application is February 1. CALL Scholarships (Congregations and Augsburg support Lutheran Leaders) -Augsburg College CALL Scholarships recognize incoming students of high academic achievement with a demonstrated record of leadership within their Lutheran congregations. Augsburg will provide a double match of congregational grants or scholarships up to $750 ($2,250 maximum award) for students who meet the leadership criteria as specified on the application. The awards are renewable, depending on the class level at entry point (i.e., a new entering junior will have two years of eligibility). Final selection of CALL Scholarship recipients is made by the College. Deadline for application is February 1. Gift Assistance (Need-Based) Augsburg Tuition Grant-These awards are based on financial eligibility academic record, and participation in extracurricular activities in school, community, and church. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2003-04 is $4,050. Bureau of Indian AffairsITribal and State Indian ScholarshipBureau of Indian Affairflribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairnribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. 34 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. Interest is capped at 8.25%. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniorsfieniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College Enrollment Center or the lending institution. - Financial Information 35 Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. *Indicates endowed scholarships GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* , Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Kopp Investment Advisors Presidential Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships* Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Xcel Energy Scholarship Edward Yokie Memorial Scholarship* 36 Financial Information SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* David J. Formo Memorial Scholarship* The Grace Scholarship* David Gronner Memorial Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hoversten Peace Scholarship* ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Wells Fargo Scholarship CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship* C. A. L. and Esther J. E. Anderson Scholarship* Charles and Catherine Anderson Diversity Scholarship* Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship* Corinne and Herbert Chilstrom Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* Dave Hagert Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Lee Family Scholarship* Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Pastor Carl 0 . and Edith W. Nelson Memorial Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Rev. Olaf Rogne Memorial Scholarship* Russel and Virginia Smith Scholarship* Roy C. and Jeanette Tollefson Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS American Indian Scholarship* Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship I - Financial Information 37 Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* KerridgdMueller American Indian Scholarship James M. Kingsley American Indian Scholarship* Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Harold B. and Laura M. Lanes Scholarship* Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship* Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship* 38 Financial Information Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Pederson Samuelson Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. P A. Sveeggen Memorial Scholarship* Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship* Paul Dahlen Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship* James P Pederson Memorial Scholarship* Stan Person Memorial Scholarship* History Rev. and Mrs. 0 . J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics Floyd \! and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs* Modern Languages Emil M. Fossan Modem Language Scholarship* Mary E. (Mimi) Johnson Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Beth Halverson Violin Scholarship* Kay Halverson Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Heam Violin Scholarship* Hanwick Thanksgiving Scholarship* Financial Information 39 0 . I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Robert Karlen Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Catha Jones Memorial Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . ~ o w e r - ~ d r d Male k a ~ Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W and Edith B. Norberg Scholarship* St. John's Lutheran Church-John Nonis Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship* Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarship* Nursing Augsburg Nurses Alumni Association Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physician Assistant Alne Swensen Scholarship* Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship* Physics Floyd V and Ruth M. Case Scholarship* Theodore J. Hanwick Physics Scholarship* Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Martin and Sylvia Sabo Scholarship* Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Joel and Mary Ann Elftmann Scholarship* Luthard 0 . Gjerde Scholarship* Financial Information Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Elias F! Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Iver and Marie Iverson Scholarship* Pastor George J. Kundson Memorial Scholarship* Rev. Arnold J. Melom Memorial Scholarship* Gerda Mortensen Memorial Scholarship* Onesimus Scholarship* Johan H. 0 . Rodvik Memorial Scholarship* Ronholm Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Phyllis M. Baker Memorial Scholarship* Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo F: Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre ArtsReligion Scholarship* E xperiences in the classroom are an important part of college life, but learning and develo~ment"'0 occur in formal and informal activities of the Colleg'e and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staffhave officesin the F ~~ ~~ b ~~ ~, i Center ~ kl , ~ for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to explore Christian ministry Contact the director of Exploring Our Gifts for further information about the program. Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student Government is organized into several committees. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community. Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, speakers, and visiting personalities in various fields. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; the community senrice organization, the LINK; and the Augsburg Student Activities Council (ASAC). -- Student Life 43 FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. 4 4 Student Life 7 SPORTS AND RECREATION At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 56. ACADEMIC SKILLS CENTER The Academic Skills Center, located in Room 18 of Foss Center, is designed to offer students study-skills assistance so that they may achieve academic success. The center assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for con- tent tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. SERVICES FOR STUDENTS WITH DISABILITIES Center for Learning and Adaptive Student Services (CLASS)-The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented cognitive, psychological, and neurological disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the college cuniculum. Its mission is a reflection of Augsburg's commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Students who qualify for assistance from CLASS work directly with one of our disability specialists to develop an appropriate educational plan. These plans may include: Accommodations for testing and classroom (e.g., extended time, notetaking) Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) - Student Life 45 Use of assistive technology through the Groves Computer Laboratory Individual meetings (weekly or occasional) with a specialist for assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the college faculty, staff, or administration to ensure that students have every opportunity for success. Taking advantage of those opportunities, however, remains the student's responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage Learning Disabilities Program Endowment and the Groves Foundation. Access Center-The Access Center provides support and specialized services to students with documented physical disabilities. The goal of the Access Center is to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the educational experience at Augsburg College. Areas of assistance include but are not limited to: *Individual meetings with the physical disabilities specialist on a regularly scheduled basis -Assistance with organization and time management issues -Academic advising and registration -Housing assistance -Advocacy with faculty and staff -Assistance with community support services and other non-academic issues The Access Center also provides academic accommodations for students. These include providing note takers, taped texts, typing of papers, sign language interpreters, and adaptive physical education courses. Adaptive technologies available through the center include Braille translating software, a Braille printer, CCTY TTY, Jaws, and speech recognition software. Through a system of skyways and tunnels, the majority of the Augsburg campus is accessible to those with mobility impairments ensuring access regardless of the weather. There are a variety of modified and fully .accessible rooms available in the residence halls. TRIO PROGRAM TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support ServicesStudent Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate - - 46 Student Life degree. Participants in TRIOISSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIOIStudent Support Services serves 120 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIOISSS typically admits 25 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: *Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building *Academic program planning, including pre-registration for each term, major and career decision-making, and extended four-year planning *Financial aid counseling and education *Academic progress monitoring, weekly progress meetings for students on academic probation *Academic success workshops, group academic skill development *Student leadership development and opportunities for conference travel *Social and cultural activities and student-led events *Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for a small group of incoming first-year students *Need-based scholarships for first- and second-year students actively participating in TRIOISSS *Program-sponsored tutoring, academic learning communities and supplemental instruction in select academic subjects Students may apply for TRIOISSS any- time after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIOISSS Advisor, please contact TRIOISSS program staff at 612-330-1311. STEPUP PROGRAM The StepUP Program is an Augsburg College program for men and women in recovery from addiction to alcohol and other drugs who are pursuing their college education. The StepUP Program concurrently supports Augsburg students in their academic studies and their recovery. The StepUP Program offers separate chemical-free housing accommodations, advocacy with faculty and staff, weekly individual support meetings with the director or assistant director, referrals to campus services, and extracurricular team building and community activities. Requirements for admittance into the StepUP Program include an agreement to live in StepUP housing, a minimum of six months continuous sobriety, and a commitment to a 12-step abstinence-based recovery program. StepUP promotes the vision of belonging and being at peace with oneself, while respecting the hard work of personal growth. We encourage students to create friendships and form bonds, some of which will carry throughout a lifetime. StepUP celebrates recovery in community as a normal part of personal growth. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. StepUP students join together for mutual support and to help one another access additional opportunities outside of StepUF! - Student Life 47 HISPANICILATINO STUDENT SERVICES AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg's policies, procedures and expectations. The program Assists with application process Helps students secure financial aid Nurtures students' identification as an American Indian Provides opportunities for students to leam about their heritage Provides opportunities for the campus community to leam about American Indian culture Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school districts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one fifth of the loan will be forgiven. The Hispanic/Latino Student Senices Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanid Latino students and provide awareness of the unique aspects of Hispanic culture. PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. 48 Student Life PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called "One Day in May" when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. Students may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, selfimage, difficult decisions, eating concerns, grief and loss or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased selfunderstanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. HEALTH INSURANCE Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may purchase a student policy by contacting the Center for Counseling and Health Promotion for more information. HEALTH CLINIC SERVICES The College offers basic health care services to students through a contract with UFP-Smiley's Clinic. These services are limited. For students without health insurance, Smiley's Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of I Student Life 49 7 any kind are not covered through the contract between Augsburg and Smiley's Clinic. Students with health insurance can also access Smiley's Clinic for a variety of clinic or other health services. A student's health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. # For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! FITNESS CENTER Located on the lower level of Melby Hall, the Hoyt Messerer Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center; some hours are reserved for classes. ISlrs mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: *Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program *General advocacy for international students *Advising the International Student Organization *Facilitating intercultural skill building sessions for students, faculty and staff *Celebrating diversity of cultures by increasing awareness of internationavintercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. (Also see Study Opportunities Abroad on page 63 and Student Teaching Abroad on page 66.) 50 Student Life Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 900 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. Research indicates that students living in residence halls also earn higher grades and gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community including dances, movie nights, coffee house concerts, and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall-All new students and some upper-class students live in Urness Hall. This nine-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall-Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, desks, and chairs. New Hall-Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. - Student Life 51 Special Interest Housing-Special Interest Housing is available to students who are interested in creating a living~learningenvironment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-up The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available from the Office of Academic and Student Affairs. OFFICIAL NOTICES FOOD SERVICE Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's-Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. 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. Students should also routinely review the A-Mail, published on-line, and available in hard copy at locations throughout campus. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 87 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the 52 Student Life official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. Complete information about Augsburg's procedures with regard to FERPA are available from the Office of the Registrar. DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, Ground Floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin). Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. General Information - 54 Degrees Offered - 54 Academic Calendar - 54 - I r 7 ~ibra6 and Information Technology Services - 55 Academic Advising - 56 T Academic Organization and Programs - 56 Divisions and Departments - 56 Majors and Minors - 56 Teaching Licensure - 60 Pre-Professional Programs - 60 Honors Program - 61 Inter-Institutional Programs - 62 Study Abroad - 63 Center for Service, Work, and Learning - 66 Graduate Programs - 68 Other Programs - 70 I Academic Policies and Procedures - 70 Registration - 70, 73 Crossover Registration - 72 Withdrawal from College - 73 Student Standing/ Petition Process - 74 Re-Admission - 74 . - Graduation Requirements - 75 Graduation Requirements- 75 Liberal Arts Foundation - 77 Skills Requirements - 78 Quick Check Summary of Graduation Requirements- 82 -- Evaluation and Grading - 80 Explanation of Grades - 80 Assessment of Previous Learning Program - 85 Academic Progress, Probation and Dismissal - 87 Dean's List - 87 Latin Honors - 88 Commencement - 88 Four-Year Assurance Program - 89 m $ L ' C B h h - FERPA - 89 A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. H DECREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. H ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 70 and Calendars on pages 4-7.) Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for three and one-half to four hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term. Courses and majors offered through Weekend College are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Augsburg offers two summer school sessions. A maximum of four course credits (two per term) can be earned in the two five-week-long summer sessions. The Summer Session Catalog is published in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for Physician Assistant Studies. (See Graduate Programs on page 68.) -- Academic Information 55 FACULTY The heart of any educational institution is its faculty. Augsburg College is particu- larly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 180,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, curriculum library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and listening. A skyway links the building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment Center, as well as additional computer labs and multimedia classrooms, a lounge, and vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. lnformation Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. Computing Students have access to over 180 oncampus personal computer systems. There are desktop machines in two computer labs and five computer classrooms, as well as 80 laptops that can be checked out at the IT Service Center for use in the library. Other machines are available for student use within academic departments. A campus-wide network provides access to AugNet online services as well as support for printing and internet access. Appropriately equipped student-owned machines can also be connected to the network to provide access from dormitory rooms. 56 Academic Information 7 Media Resources Lindell Library provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The library supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. ed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All day students are required to meet with their academic adviser prior to registration. All students are encouraged to meet with their faculty adviser as often as is necessary. DIVISIONS AND DEPARTMENTS Telecommunications A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. ACADEMIC ADVISING Academic Advising orients new day and Weekend College undergraduate students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have complet- The College curriculum is offered by 24 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts a n d Humanities-Art, communication studies, English, history, modem languages, music, philosophy, religion, theatre arts, College librarians. Professional Studies-Business administration, education, health and physical education, nursing, physician assistant studies, social work. Natural a n d Social SciencesBiology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The college requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indi- - - Academic Information 57 cated, majors are part of the bachelor of arts degree. 2. Develop a student-designed major program proposal that includes: Student-Designed Major a. A statement of learning goals and objectives. Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student's proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supportmg letters of approval to AAC. Supporting letters should assess BOTH the student's ~bilityto complete the proposed major and :he validity and value of the proposed najor, including (in at least one of the let:en) the proposed capstone course. The tdvisers' signatures and supporting letters .epresent their approval of the program, ncluding the capstone course, and their :ommitment to oversee the student's xogress. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point andlor prepares one for further study In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the AAC Chair. The student will be informed of the date that AAC will hear the proposal. The student and advisers, one of whom must attend, will be invited to a meeting if AAC has questions. 58 Academic Information If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. Listings that are shadedire offered through both the day progran1 and Weekend College. Weekend (Iollege students may choose a major offered in the day program if t hey wish. They ma)7 take as many courst:S as possible throu)~h Weekend College, tlhen finish the majo~ r as --* -L-- -- -4a day program studr11~. r i L I I ~ I I ~U C I plogram is allowed once each academic year. A --a General Communication Studies Mass Communication Organizational Communication Rhetoric Human Relations " "--'--'kg Communications :elations and Advertising ;ory Management C U ~ L ~ ~Science U L C (B.A. ~ or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) East Asian Studies Economics Applied Economics ~omputational~conomics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B:S.licensure) Special Education: EmotionaYBehavioral Disabilities (WEConly) . -. Secondary (non-major, licensure only) Engineering 2 English Film Finance Health Education (B.A. or B.S.) History International Relations International Business ~ a n a ~ e m e1nformation~Systems nt Marketing Mathematics (B.A. or B.S.) Metro-Urban Studies Modem Languages French German Norwegian Spanish - Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business-~dministration Economics/Business Administration --International~usiness Management Music Business Chemistry (B.A. or B.S.) Clinical Lab Science (B.S.) - ~ c k i m u n l ~ a t i oStudies n Communication Arts/LiteratFe (Teacher Licensure Major) -1.- 7 ' usic Music (B.A.) Music Business Concentration (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) ordic Area Studies ursing (B.5.-Weekend College only) hilosophy Computational Philosophy hysical Education (B.A. or B.S.) hysics (B.A. or B.S.) Solid State Physics (B.S.) Space Physics (B.S.) olitical Science Political Science/Economics (Teacher Licensure Major) sychology Social Psychology eligion YOU t h ' K d x m i l y K4iZisRussian, Central and East European Area Studies 1 ~ c ~ W ~ r k ~ ~ ~ ) oclology Community Studies Crime and Community Cultural Anthropology Social Psychology Gtudent-Designed heatre Arts Dance and Theatre (Teacher Licensure Major) Women's Studies1 ccounting merican Indian Studies Lrt Architecture Art History Studio Art liology iusiness Administration :hemistry :ommunication - Academic lnformation 59 Computer Science East Asian Studies Economics English Film Health Education History International Business International Relations Leadership Studies Management Information Systems Mathema tics Metro-Urban Studies Middle East Studies Modem Languages 1 French German Norwegian Spanish Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth andPFamily~ k i s t r y Sociology Social Welfare Russian, Central, and East European Area Studies Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy women's Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced - - 60 Academic Information courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technologcal University. ACTC Majors-It is possible for day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consortium, and Weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middleschool education with subject area specialties in one of the following: mathematics, science, communication artsAiterature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle schoolhigh school fields: biology, chemistry, communication artslliterature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), physical education (K-12), and dancdtheatre with a theatre emphasis (K-12). This license prepares people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) Students seeking elementary licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work ;losely with their advisers throughout their programs. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising early in their freshman year to arrange for faculty advising prior to their first term at Augsburg. Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses: - - Academic Information 61 BIO 113, 114,215; PHY 121,122; CHM 115, 116 (or 105, 1061,351,352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-See engineering degree and major requirements on pages 144-145. Pre-Law-Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many jtudents'with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition zourses, including ENG 111; CHM 115, 116 (or 105,106); CHM 351,352; BIO 113,114,215,369; MAT 145,146; PHY 121, 122. Courses recommended in prepa:ation for MCATs: BIO 355,473,476; CHM 361. Pre-Occupational Therapy, Pre'hysician Assistant, a n d Pre-Physical rherapy-Coursework in preparation for hese programs should be discussed with a aculty member in the Department of 3iology. Pre-Pharmacy-Augsburg has a pro;ram designed to fulfill minimum ,equirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114,215,476; CHM 115, 116 (or 105, 1061,351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary-A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 105/106 or 115/116, CHM 351/352, BIO 113, BIO 114, BIO 215, BIO 355, BIO 369, BIO 476, PHY 121/122. Other non-science courses are also required. HONORS PROGRAM The Honors Program is rooted in the Augsburg Core Curriculum. As such it is shaped by the themes of Vocatio (Vocation), Caritas (service and leadership); and citizenshipin a diverse world, both locally and globally. The Honors Program recasts this distinctive mix by underscoring the public uses of knowledge, by recognizing that intelligence expresses itself in many ways, and by embracing an intentional interdisciplinarity in its curriculum. While celebrating the signature elements of the Augsburg Core Curriculum, the Honors Program transpos- - - 62 Academic Information es them to a new key, even a kind of academic jazz, in which committed students are encouraged to traverse new domains and improvise novel themes appropriate to new circumstances. The Honors Program is a community of people who are committed to achieving an exceptional education by exploring the many dimensions of fundamental ideas. Fundamental ideas such as "all people are created equal" and "all knowledge begins with experience" shape our construction of the valuable, our deliberations regarding the ethical, and even our identification of the factual. Honors education believes that when we engage freely in Socratic dialogue about knowledge and wisdom, we find our noblest calling as people. The Honors Program strives to provide an enriched environment in which the pivotal questions of human experience can be explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to new ~roblemsthat emerge in dynamic, worldwide markets and evolving political realities. In fact, graduation from the program is advantageous for graduate school admission or career placement. Contact the director for information about the Honors Program curriculum. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media CenterThrough CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000volumes. Associated Colleges of t h e Twin Cities (ACTC)-Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester at one of the other campuses. This program is open to sophomores through seniors. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College students may not participate in the ACTC consortium program. Higher Education Consortium for Urban Affairs (H ECUA)-Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC-Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar's office. Army ROTC-Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Naval ROTC-Augsburg students may participate in the Naval ROTC program at he University of Minnesota under an greement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of he Registrar. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required or graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. 4 OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are talung advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examme prospects for peace in Northern Ireland, study geology and ecology in Vonvay, have a paid corporate internship n Germany, or thrill to the sounds of The Magic Flute at the Viennese state opera louse. Study abroad provides opportuniies to develop critical thinking skills, itrengthen language competencies, further :areer paths, experience different cultures, tnd gain knowledge about the increasingly nterdependent world. Icademic Requirements and Credit Study abroad is an integral part of sev:ral majors at Augsburg and will add an ntemational dimension to any academic Irogram. Courses abroad can fulfill major, iugsburg core cuniculum, and graduation equirements when approved by academic ~dvisersand department chairs before leparture. Any approved study abroad pro- Academic lnformation 63 gram will also fulfill the Augsburg Experience. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required for all study abroad programs. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The application deadline for spring term, non-Augsburg study abroad programs is September 30 and for summer session, fall term, and year long, nonAugsburg study abroad programs the application deadline is March 1.The application deadlines for Augsburg programs are listed below for each program. Please contact the study abroad advisor in the Office of International Programs for deadlines on summer and short-term study abroad courses. Costs a n d Financial Aid The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. - - 64 Academic Information The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women's studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminarlorientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and 4-6 weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. Application deadline: April 1. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) -Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southem Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today's world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Application deadlines are April 1 for the fall semester, and October 15 for the spring semester. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) -Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women's studies, and economics. Students spend the first five weeks in Guatemala, Academic Information 65 the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required, and coursework in macro Lnd microeconomics is strongly recommended. Application deadlines: April 1 for fall semester, Oct. 15 for spring semester. Social and Environmental Justice: Latin American Perspectives (Mexico) -Spring This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender; class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women's studies. Internships and independent studies are also available. The program includes a twoweek seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and six weeks living with Mexican host families. Application deadline is October 15. Social Work in a Latin American Context (Mexico)-Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. Application deadline: September 15. International Partners International Partners offers a broad range of learning opportunities in Norway and Germany. Students can choose from several options: group programs, "tailormade" individual study programs, and practical professional experiences that may include a paid internship. Program length varies from ten days to two semesters. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in full semester programs in Norway, Ecuador, Ireland, Guatemala, and the Twin Cities. All programs emphasize the impact of civic engagement, social change and cross-cultural factors on the human community HECUA programs emphasize intense language experience, internships, andlor field study For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway-Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field 66 Academic Information study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. Politics, Development and the City: Guatemala and Ecuador-Fall This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: April 1. Northern Ireland: Democracy and Social Change- Spring The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Application deadline: Oct. 15. Student Teaching Abroad Community Internships in Latin America: Ecuador-Fall This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadline: Oct. 15. Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMoms. Additionally, International Partners has student teaching options available in Norway. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad Environment, Economy, and Community in Latin America: Guatemala and Cuba-Spring Through fieldwork and hands-on projects, students explore the impact of global development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba or another Latin American country. ~ u g s b u application r~ deadline: Oct. 15. May and summer courses to many parts of the world enable students to earn credit through short-term travel. Offerings include Summer Session I in Mexico via the Center for Global Education. Contact the study abroad adviser in the Office of International Programs for the most current list of programs. THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource cen- . - Academic Information 67 ter incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg's metropolitan location through the highly successful service-learning, internship, and career planning programs that link the College's academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students' coursework, majors, andlor career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effectivepreparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg's Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection, on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and community centers, or working with cultural and environmental groups. The service-learning program also works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. Academic Internships An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 80. A maximum of four courses of intemship may count toward the total courses required for the degree. - 68 Academic Information Cooperative Education Cooperative Education is a non-cre&t transcript notation for paid work experiences related to a student's major or career objective. The goal is for students to apply theory to practice in a work setting. Job opportunities typically are part-time during the academic year andlor full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises co-op transcript notation work experiences. Academic internships and cooperative education may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is often times viewed as an important part of a student's development while attending college. To aid in this process, career staff provide career related assessments, one-on-one career planning and coaching, and assistance with choosing majors, locating internships, preparing for job searches and graduate school applications, and making connections to community and alumni resources. GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, Master of Social Work. Catalogs for each degree pro- gram should be consulted for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: EBD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master's degree program. Students will complete their master's degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Weekend College Admissions office. Two new licenses will be in place by Fall 2004-Reading (K-12) and Special Education LD. The special education LD license is available either as an initial license or as an additional license for licensed teachers. The reading license is offered as an endorsement to an existing license. For further infomation about the programs, contact the Education Department or the Weekend College Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays. I - Academic Information 69 The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), andfor Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on an immersion schedule (every other week or once per month) that may include weekday evenings and Saturdays. Web-enhanced pedagogies are used for all classes. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. The Master of Business Administration is designed to give students mastery of the tools and principles needed for career advancement and business success. Designed to be completed in 21 months, the program offers a cohort format, encouraging small-group collaboration with a high level of personal attention from faculty. Field-study projects enable students to apply classroom learning to the business environments. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day The Master of Social Work prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. A dual degree (Master of Social Work and Master of Arts in Leadership for Mission) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. -Academic Information 70 OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, Twin Cities Public Television (TPT), and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Contact the Office of Continuing Studies at 612-330-1406 for information about current and upcoming programs. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S.relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately fifty retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. (Note: For individual study, call the Admissions Office at Augsburg College at 612-330-1001.) To obtain further information about the program or to request a catalog, call 612330-1139 during Tuesday and Wednesday office hours (10:OO a.m. to 3:00 p.m.). To ask questions or to schedule a program, call Karen A. Lindesmith, program director, at the above number. II REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA of 3.0 to 3.49 may take a total of 5.0 course credits; cumulative GPA of 3.5 or greater may take a total of 5.5 course credits without peti- -- Academic Information 71 tioning. All overload registrations must be done in person at the Enrollment Center. Please note: there is an additional tuition charge for course loads over 4.5 course credits (this includes combining the credit load from both the day and WEC programs). Auditing classes over the 4.5 overload limit will also incur a tuition charge. Weekend College students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. Although new day students may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. The Day program calendar and the WEC school calendar are both available through the registrar's web page. Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time l/Time 2 (Tl/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under "Combined Academic Calendars" at <www.augsburg.edu/enrolV registrar>. Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College Tl/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. Rochester students may add individual classes to their current schedule andlor withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester Tl/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Some late course registrations may be subject to additional late fees. 72 Academic Information ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center-612-330-1046 Academic Advising412-330-1025 Office of Weekend College-412330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a "home program," either day or Weekend College. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, bill be considered full-time and will be charged the full-time day program tuition rate. A W C student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both Winter. WEC and Spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5 . Students have registration priority in their home program. Crossover registration begins only after the open web registration period closes for both programs. A schedule is published on the regispar's office web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by web. The WEC program is not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC students may NOT crossover to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program (an exception is made for AAC-approved courses in the Department of Nursing and the joint B.A. AccountingMAL). 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. Change of Program Students may apply to change their "home" program by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. - - Academic Information 73 Registration All day students are required to meet with their academic adviser prior to registration. Incoming freshmen and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process regismation forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. Once the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar's Web page. Withdrawal from the College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Students are responsible for keeping the registrar's office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of orders. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise from a failure to note attendance on the transcript, and also indicate that the withdrawal was outside of the student's control. Alternatively, the college supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an "incomplete" agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar andlor the Office of Academic and Student Affairs as soon as possible so the College can notify all parties and aid in this process. - 74 Academic Information Student Standing Committee The Student Standing Committee deals with requests for minor exceptions to academic policies and procedures. Typically, the Committee reviews requests for: Changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to the published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Extending time for an incomplete. Permission to take a course overload. Minor exceptions or transfer course substitutions for academic requirements. In addition, the Committee reviews students' transcripts in determining academic probation or dismissal from the College on academic grounds. The Committee also hears appeals from students who have been dismissed for academic reasons. The Committee reviews student requests for readmission to the college after dismissal or returning after leaving while on probation. The Committee typically meets every other week throughout the school year (September-April),and once a month during summer. Note: Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadline for the term involved. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar's Web page: <www.augsburg.edul enroll/registrar/index.html>. Step 2: Fill out the petition form completely Include documentation for illness. Have your advisor, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Step 3: Return the completed petition form to the Office of the Registrar1 Enrollment Center, include signed drop/add form and $50 check if applies. Step 4: A copy of the petition with the Committee's decision is returned to the student's campus box after the committee meets Re-Admitted Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. The election to complete a degree under a new catalog must be submitted in writing to the registrar's office. Some departments will not accept coursework taken more than seven to ten years ago. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete graduation requirements under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog requirements. Students who graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. -- Academic Information 75 The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar's office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in the printed catalog in Undergraduate Admissions-Special Students (Second Degree). Each student must apply for graduation at the end of his or her junior year. Students should apply before the start of their last academic year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar's Web page. All degree and course requirements must be completed and verified in the Office of the Registrar prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 1. Completion of 32 course credits -No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) - 14; music education (B.M.) - 17; music performance (B.M.) - 14.5; music therapy (B.S.) - 17; and social work (B.S.) - 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a MajorRequirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum-Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. 76 Academic Information 5. Residence-The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar's office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. THE AUCSBURC CORE CURRICULUM The Augsburg Core Cumculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a cumculum that: Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; Calls for common inquiry into questions of Christian faith and the search for meaning; and Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse worldvocatio and caritas. The curriculum has three major components: The Augsburg Signature Curriculum The Liberal Arts Foundation Skills Requirements THE AUCSBURC SIGNATURE CURRICULUM Search for Meaning Augsburg's Signature Curriculum is centered on its identity as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. In these courses students articulate and critically reflect upon Augsburg's concept of vocation and its meaning; Christian theological concepts as well as concepts from other religious traditions; and the meaning of the Bible in Judeo-Chnstian thought, its cultural contexts, and concepts of human identity and vocation. Two Search for Meaning course credits are required except for the following: Transfer students entering with advanced transfer status will take one Search for Meaning course: REL 300 Bible, Christian Theology, and Vocation. 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 the Augsburg Seminar. The Seminar is attached to a first-semester major or Augsburg Core Curriculum course. The purpose of the Seminar is to introduce students to an Augsburg education and to help them make the transition I Academic Information 77 to college work. Engaging Minneapolis Engaging Minneapolis courses are specially designed courses that make intentional and substantial use of the resources of the Twin Cities as they orient .first-year weekday students to the community where they will be studying, living, and working during their college careers. Most Engaging Minneapolis courses also fulfill an Augsburg Core Cumculum or major requirement. They normally are taken during the first year, but may be taken in the second year. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in the broader community both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, creditlno-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education-vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. The Senior Keystone course connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It thus asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) The list of courses meeting the Liberal Arts Foundation requirement is available online and from the registrar's office. The Liberal Arts Foundation requirements for some bachelor of science majors may vary. Students must consult with the major department to determine the options available. The following bachelor of sci- 78 Academic Information ence majors are approved for modifications in the Liberal Arts Foundation or Modem Language Core Skill requirements: biology, clinical laboratory science, elementary education (LAF option only), health education (teaching licensure only, LAF option only), mathematics, physical education (teaching licensure only, LAF option only), and physics. Natural Sciences and Mathematics Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Economics, Political Science, Psychology, Sociology Humanities Two courses from two different departments: Communication Studies, English, History, Philosophy, Religion, Modem Languages (literature and culture courses) Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: Critical Thinking Mathematics Modem Languages Writing Placement in writing, math, modem languages, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. Freshmen (all students entering with fewer than seven Augsburg course credits) and sophomore transfer students with fewer than 13 course credits are required to take entry level skills assessments and satisfy all skills requirements. Advanced transfer students (who enter with 13 course credits or more or an A.A. degree accepted in transfer) take only the following entry level skills assessments and fulfill the following requirements: The Mathematics assessment and requirement. The Modem Language assessment and requirement. The Writing assessment and requirement. Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at - Academic Information 79 another college may have their MPG determined by the registrar's office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student's MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2,3, or 4 as a prerequisite. Modern Language Assessment and Requirement The BYU-CAPE language assessment is offered to students who have had at least a year of Spanish, French, or German language studies in high school. It is designed to assess and place students at the appropriate course level for language study. Students may waive the modern language requirement by completing this assessment and placing at the 311level or above. The Modem Language Core Skill requirement for some bachelor of science majors may vary. Students must consult with the major department to determine the options available. The following bachelor of science majors are approved for modifications in the Liberal Arts Foundation or Modem Language Core Skill requirements: biology, clinical laboratory science, elementary education (LAF option only), health education (teaching licensure only, LAF option only), rnathematics, physical education (teaching licensure only, LAF option only), and physics. Writing Assessment and Requirement The entry level assessment determines readiness for ENG 111Effective Writing. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111. Students who have transferred in an equivalent course to ENG 111 are excused from the entry level exam. Core Skills Requirements Effective Writing ENG 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete ENG 111by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. Modern Language Requirements for the Modem Language Core Skill are determined by placement -Academic Information 80 test. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of a two-course sequence in the same language with the minimum grade of 2.OR in both courses is required. Students whose placement test is at 311 or higher will be exempted from further language study There is a seven-year time limit on language courses presented for transfer and automatic waiver. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modem Language Core Skill. Students whose first language is not English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language (ESL) requirement. The requirement is Satisfied by successfully completing the WL course(s) and achieving a score above the minimum on the ESL placement exam. Students who complete the ESL requirement fulfill the Modem Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness (or a transfer equivalent) is required of all students. The second course may be chosen from a variety of different lifetime activities (HPE 002,003 Lifetime Activity courses). Students who are not health and physical education majors or intercolletest Out of One lifetime giate activity course. Students may demonstrate proficiency from a selected list of lifetime activities. There is a fee to take the lifetime activity proficiency test. Foundations of Fitness courses are non-credit courses and are not included in the 32-course graduation requirement. Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Students are required to have one course each with Critical Thinking, Quantitative Reasoning, and Speaking skill components, and two courses with a Writing Skill component. These requirements are modified for advanced transfer students (see page 82). A minimum grade of 2.0 or P is required to satisfy a graduation skill requirement. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill this requirement. Academic advisers will provide a list of these courses. All Writing Skill courses have the prerequisite of ENG 111or its equivalent. All Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. . EXPLANATION OF GRADES Student achievement in courses is measured by final examinations, shorter tests, -tten papers, oral and other types of evaluation. - Academic Information 81 Most courses are offered with grading options-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. To be eligible for graduation with Latin Honors, students may elect only 2 P/N credits. See P/N limitations under Graduation Requirements, page 75. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.0 Achieves above basic course standards 2.0 Meets basic standards for the course 1.0 Performance below basic course standards 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not com- - 82 Academic Information This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 75. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): CI Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 7. O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. LI Complete a major. O Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Complete two (2) Search for Meaning courses. Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) 1. Complete the fall orientation and Augsburg Seminar. 2. Complete an Engaging Minneapolis course. Complete at least one Augsburg Experience (Exceptions may be made for specially designed interdisciplinary Connections courses.) Natural Sciences and Mathematics (1 lab science) Social and Behavioral Sciences Humanities Fine Arts Complete Entry Level Skills Assessments and Core Skills Requirements: Critical Thinking Assessment Mathematics Assessment Modem Languages Assessment Writing Assessment Achieve a Math Placement Group score of three. Complete ENG 111 Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) Two courses with Writing components. One course with a Critical Thinking component. One course with a Speaking component. One course with a Quantitative Reasoning component. All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Li Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . .14.5 Complete a Senior Keystone course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 75. I - Academic IlnformaRion 83 O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. 0 Complete a major. 0 Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Complete REL 300 Bible, Christian Theology, and Vocation course Complete a Senior Keystone course. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: O Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . Complete one Augsburg Experience Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) Natural Sciences and Mathematics (1 lab science) Social and Behavioral Sciences Humanities . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 7. O Maintain minimum cumulative grade point average in major, minor, and in total courses completed. O Complete a major. 0 Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: Fine Arts Complete Entry Level Skill Assessments and Core Skills Requirements: Satisfy entry level skill requirements in writing. Achieve a Math Placement Group score of three. Complete Modem Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) One course with a Writing component. One course with a Critical Thinking component. One course with a Speaking component. One course with a Quantitative Reasoning component. Complete REL 300 Bible, Christian Theology, and Vocation course. Complete a Senior Keystone course. Complete one Augsburg Experience Complete Entry Level Skills Assessments and Core Skills Requirements: Complete one college algebra course course (MAT 105) or a Math Placement Group 3. Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P (Courses meeting these requirements are designated by the major.) One course in the major that meets a Writing Graduation Skill. One course that meets the Quantitative Reasoning Graduation Skill. All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. - 84 Academic Information pleted by the specified date of the following academic term, the grade for the course becomes 0.0. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (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.. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. A course in which a grade of 0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 27. 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 aansferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Sophomores-7 pleted. course credits com- Juniors-16 course credits completed. Seniors-24 course credits completed. -- Academic Information 85 ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and ( 2 ) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)-Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Credit granting guidelines are available in the registrar's office. Advanced Placement Program (AP)-Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. A score of 4 or 5 is required on the AP Language and Composition examination for credit for ENG 111 Effective Writing. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing centers for this area are the University of Minnesota and the University of St. Thomas.) Students who score at or above the American Council on Education's recommended score on an approved examination may receive academic credit for that subject at Augsburg College. Information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study hrectly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student's previous learning, the faculty team applies the fol- 86 Academic Information lowing criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed andlor systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English as a Second Language (ESL) Students whose primary language is not English must take the ESL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 2171218 until such time that they pass the ESL placement test at 85 percent or higher. The ESL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language core skill requirement for graduation. - - Academic Information 87 ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.0 cumulative grade point average (GPA) . It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.0 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student's commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students may be removed from probation when the cumulative GPA reaches 2.0. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.0. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Student class years are based on the number of courses completed: Freshman-fewer Sophomore-fewer credits Junior-fewer than 7 course credits than 16 course than 24 course credits Senior- 24 or more course credits Dean's List The Dean's List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. - 88 Academic Information Latin Honors Qualification for Commencement Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement if: (1) no more than three course creditslrequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall may be required to sign a statement acknowledging remaining degree requirements in order to participate in commencement. A student will not graduate nor will a degree be conferred until all graduation requirements are met, regardless of participation in commencement. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of "With Distinction." Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.9-4.0 GPA plus successful completion of the summa oral examination. Magna cum laude: 3.8-3.89 GPA. Cum laude: 3.6-3.79 GPA. To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than the following number of elective passlno pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will "N" grades): 2004 graduates-6 2005 graduates-4 2006 graduates-3 2007 and thereafter-2 For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enrolV registrar>. EnrollmentIDegree Verifications Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: <www.degreeverifyorg> Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreevenfy@studentclearing house.org - - Academic Information 89 Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment Center about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. FOUR-YEAR ASSURANCE PROGRAM This program applies to students who enter the day program schedule as fulltime freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years-if they maintain continuous fulltime enrollment for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program g u i d e l i n e ~ they r will receive the remaining required courses free of additional tuition. A few majors are excluded from this program. Contact Academic Advising for a list of eligible majors. Students must complete a formal Four-Year Assurance Degree Plan with the College before the end of their sophomore year (prior to completing 16 course credits) in order to qualify. Contact Academic Advising for details. 4 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records-You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records-You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information -You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or gnevance 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. 90 Academic Information Right to withhold disclosure of "directory information"-FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes t h e following: The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new form for withholding disclosure must be completed each academic year. The student's date and place of birth; Right t o complain to FERPA Office-You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg's failure to comply with FERPA. The student's major field of study; Reporting Educational lnformation The student's academic class level; Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. The student's name; The student's address; The student's telephone number; The student's e-mail address; The student's enrollment status (FT/HT/LHT); The student's participation in officially recognized activities and sports; The student's degrees and awards received; The weight and height of members of athletic teams; The student's dates of attendance; The most recent previous educational agency or institution attended by the student; and 92 DEPARTMENTS AND PROGRAMS - a liberal arts institution, Augsburg College believes that knowledge and-truthare 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. Weekend College classes are published each spring in a separate booklet and online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all can be met. Descriptions and schedules for Sumnier Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in separate catalogs. Credits Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight 3.5-hour sessions during fall and winter terms, and for seven +hour sessions during spring term. Class Schedule Numbering Courses listed are subject to change. In general, classes are offered fall andlor spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available ,on-line. Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. -- Departments and Programs 93 Prerequisites Courses that must be taken before enrolling in a higher level course are listed n the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there s prior approval by the professor teaching the course. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register for the Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. InternshipIOn-campus InternshipIOff-campus (.5) InternshipIOn-campus (.5) InternshipIOff-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the tendregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. Internship/On-campus InternshipIOff-campus (.5) Internship/On-campus (.5) InternshipIOff-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 94 ~ e ~ a r t m e nand t s Programs the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent StudyIResearch An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. See listing under Business Administration. A, erican Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. Coordinator: Eric Buffalohead -- American lndian Studies 95 Associated Faculty: Eric Buffalohead (Sociology), Elise Marubbio (English), John Gregg (History) Adjunct Faculty: Sophia Jacobson, Steve Chapman, Richard Gresczyk, Dale Weston American Indian Studies Major Ten courses including; INS 105 Introduction to American Indian Studies ENG 216 American Indian Literature INS 105 or INS 264 American Indians in the INS 260 HIS 336 REL 370 INS 499 Cinema Contemporary American Indians American Indian History American Indian Spirituality and Philosophical Thought Capstone Project In addition student must complete four electives. At least five of the courses toward the major must be upper division. Minor: Five courses including INS 105. At least two must be upper division. Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. ENC 216 American lndian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. i l S 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. 96 American lndian Studies INS 260 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. INS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. INS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women's roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with Women's Studies. INS 332 Native American Storytelling The objective of this course is to study Native American Storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. INS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Indigenous Filmmakers, American Indian Women in Film, Contemporary Indigenous Issues of North and South America, and American Indian literature Seminar. INS 499 Independent ResearchICapstone Project An independently designed research project to fulfill the capstone requirement. A, is important as a field of study for our time, helping us to create order and beauty in the design and function of communities. Realizing this,we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, graphic designer, architect, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity involves manual skill, although to become broadly significant it should interact with other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the TWin Cities area. Art Faculty Kristin Anderson (Chair), Lynn Bollman, Tara Christopherson,John McCaffrey Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I or ART 325 Fiber and Form Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in at least one exhibit during their senior year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identlfy current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I Departmental Honors Art History Minor GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. 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 Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Eight art courses, including four in graphic design, one art history, and three electives. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244 and ART 249 or 349. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. STUDIO ART FOUNDATIONS ART 102 Design A study of design as the unifylng foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Introduction to basic drawing concepts, media, and surfaces. STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. ART 106 Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic or oil. - Art 99 ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. ART 215 Design for New Media I Exploration of the fundamental techniques and technologies used in digital media, focusing on web design. ART 221 ART 223 Sculpture I An introduction to sculpture and three-dimensional design in various media. Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 ART 250 Graphic Design I An introduction to the principles and techniques of graphic design using page layout software. Emphasis on designing with text and image. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 306 Calligraphy II Advanced work in calligraphic media and design. ART 315 Design for New Media II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 325 Fiber and Form An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface, text, image, and sequence. (Prereq.: Any ART course) 100 Art ART 330 Graphic Design II An advanced study of the graphic design of typography and visual imagery for print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225) ART 340 Digital Imaging Exploration of the creation of visual images using the computer as a paint brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course) ART 351 Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Study of transparent watercolor, emphasizing perceptual painting and abstraction from observation in the studio and on location. ART 368 Print Making II Continued exploration of intaglio, relief, and monolunique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Note: Thefollowing courses are offered intermittently, usually two or three sections per year: ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples. ART 2491349 The Designed Environment This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, and urban design; class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENG 111 and an ART, HIS, or urban studies course for ART 349) - Art 101 ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts, and the work of Native American women. (Prereq.: ENG 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) ART 388 19th- and 20th-Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ART 299 Directed Study See description on page 94. ART 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ART 499 Independent StudyIResearch See description on page 94. ASIANSTUDIES See listing under East Asian Studies. T he initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community. Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. Augsburg Seminar At registration, all first-year students in the day program enroll in a selected content course or course pair and a parallel Augsburg Seminar. These 'linked' courses integrate disciplina~ycontent with various learning strategies and community-building opportunities beneficial to all beginning students. AUC 101 B Each content course normally meets three hours per week for the entire semester and is valued at 1.0 course credit. The Augsburg Seminar meets once a week for eight weeks for a .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (PIN). However, performance in the course is linked to performance in the seminar. All freshman students must successfully complete the entire Augsburg Seminar in order to fulfill the graduation requirement, even if they drop the linked content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-term meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) iology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. - - Biology 103 In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. For many, an undergraduate major in biology serves as a basis for further study Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. Biology Faculty William Capman (Chair), Ralph Butkowski, Robert Herforth, Dale Pederson, Mark Strefeler Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 113 Introductory Organismal Biology BIO 114 Introductory Genetics, Evolution, and Ecology BIO 215 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology and five upper division biology courses chosen from the following list: BIO 351 BIO 353 BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Special Topics in Biology BIO 491 Biology Seminar (non-credit) is required of all juniors and seniors. Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 1151116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: 104 Biology Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four upper division biology courses are required (one from each grouping) Two additional science courses are required, chosen from the following list: PHY 101 PHY 106 An introductory geology course Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Departmental Honors GPA of 3.5 in biology and 3.0 overall, one course of approved independent study (Bio 499) with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of 'the senior year or Feb. 28 in the case of students planning to graduate in the following December. Minor A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. In planning their courses of study students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 215 and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.0 for BIO 113, 114, and 215 is a prerequisite for enrollment in upper division biology courses. A grade of 2.0 or above is required for all upper division courses applied toward the major. Biology for Pre-Medical Students Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult members of the biology faculty for information specific to medical school application. -Biology 105 Graduate and Professional Training Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian,. etc.). have sDecific requirements that should be discuised with an adviser in the department. Teaching Licensure Major The State of Minnesota has s~ecific 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 A identify current Minnesota teacher licensure requirements. All upper division biolOgy requirements for licensure must be completed before beginning student teaching. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. . Cooperative Education The department works with the Office of Cooperative Education in identif~lng and defining co-op ed experiences in laboratories and other settings in the Twin Cities. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoky. Prereq.: SCI 110) BIO 101 Human Biology An introduction to basic biological principles with a human perspecrive. Includes discussion of the maIeculat and celiular lmik oi life, g n e t i a . organ systems, and human impact on the errvi-rommt. (Three one-horn lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Prereq.: MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the major or minor) 106 Biology BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 113 lntroductory Organismal Biology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity natural history, physiology, and structure. BIO 113,114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 114 lntroductory Genetics, Evolution, and Ecology Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring) BIO 215 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall) Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 352. Fall) Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) - Biology 107 BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Fall) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, and PHY 116 or 122 strongly recommended. Fall) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of devel- opment. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) Microbiology BIO 476 An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215, junior standing. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three one-hour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG 4 or h4AT 122 or MAT 163. Fall) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including oral presentations. Guest speakers are often invited. A noncredit requirement for the major. (Spring) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 ( Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 113, 114. P/N only) BIO 299 BIO 399 Directed Study lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: BIO 215. P/N only) BIO 499 Independent StudyIResearch (Prereq.: BIO 215. P/N only) BUS, ACC, FIN, MIS, MKT 0 ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC) , finance (FIN), management information systems (MIS), and marketing (MKT). Specializations Within the business administration major there are three specializations: management, music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Certificate Programs Faculty John C. Cerrito (Chair), Nora M. Braun (MIS Coordinator), C. Lee Clarke, Marc Isaacson, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator), Jim Kattke, Steven J. LaFave, Lori L. Lohman (Marketing Coordinator), Fekri Meziou, John Molloy, Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe, Stuart M. Stoller (Accounting Coordinator) Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The Department offers certificates in information technology, business management, and finance through the Weekend College program. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 75), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. - Business Administration 109 Internships Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Advising International Business Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Transfer Students Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other sonfigurations. Specialization in Music Business See description and requirements in the Music section of the catalog. Combined Major in Business Administration and Economics Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Quantitative Methods for Business and Economics or FIN 331 Financial Management ACC 221 ACC 222 BUS 242 MKT 252 BUS 379 and one other upper division business administration, accounting, finance, MIS or marketing course. 11 courses including: ECO 112 Principles of.Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course -- Business Administration 111 Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242, MKT 252, FIN 33 1 or BUS 379. Other configurations may be permitted with the approval of the department chair. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or MKT 252, and three courses in international business (one may be i n international economics). This minor is automatically completed while completing a major in accounting, MIS or marketing. Students should consult the area coordinator concerning acceptable alternatives i n international economics. BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as MUS 105. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) PHI 300 Business Law and Ethics (See Department of Philosophy for course description) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or consent of instructor) 112 Business Administration BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or MKT 252, consent of instructor) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 175 or 260 or 270 and either MPG 3 or completion of MAT 171. WEC-Additional sessions are required, usually on a weekday evening.) BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 379, FIN 331, MIS 175, MKT 252) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242) BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 7 - Business Administration 113 Internships and Independent Study Courses: BUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus. half credit) on page 93. BUS 299 Directed Study See description on page 94. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. BUS 499 Independent Study/Research See description on page 94. T h e major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs) . This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year Bachelors degree plus a Masters degree. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business BUS 242 Principles of Management MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice I1 ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students are encouraged to take the courses in the sequence given above. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) - Accounting 115 Minor in Accounting Six courses including: ACC 221,222, FIN 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS 242,379, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of -planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPAk role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) 116 Accounting ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Studenrs work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221,222, BUS 242,379, FIN 331, MIS 175 or 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ACC 299 Directed Study See description on page 94. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ACC 499 Independent StudyIResearch See description on page 94. T he Finance major prepares students . for professional careers in corporate finance and the financial services industry. Besides careers in the financdaccounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the Association for Investment Management and Research (AIMR). - Finance 117 BUS 379 Finance Maior Finance Core Requirements 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing Quantitative Methods for Business and Economics BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management Required Finance Courses 5 courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENG 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) EC0 315 Money and Banking (Prereq: ECO 112) FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision making and portfolio management- theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance and marketing as well as from MIS. If students have a weak computer background, they should also take MIS 175 for the major. MKT 252 MIS 260 MIS 270 MIS 375 MIS 376 MIS 475 MIS 476 Principles of Marketing Problem Solving for Business Data Management for Business Management Information Systems in the Organization Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Minor in MIS Management Information Systems Major 12 courses in business, accounting, marketing, and MIS: BUS 242 Principles of Management FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 Seven courses including: MIS 175, ACC 221, BUS 242 or MKT 252, MIS 260 or 270, MIS 375, ECO 113, and one of the following: MIS 376 or ECO 318. Note: Completion of MIS 260 or MIS 270 satisfies any requirement for MIS 175. -MIS 119 MIS 175 Principles of Computing for Business An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with a strong computer background should take MIS 260 or 270 instead of MIS 175. (Prereq.: MPG 2) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3. Completion of MIS 260 satisfies any requirement for MIS 175) MIS 270 Data Management for Business This course applies database management systems software capabilities to support the design and implementation of databases and related applications for the purpose of business data management. Students will write, test, and debug event-driven code in developing relational database applications. Students will also learn the fundamentals of multi-user data management in network and web environments. (Prereq.: MPG3. Completion of MIS 270 satisfies any requirement for MIS 175) MIS 375 Management Information Systems in the Organization Broad understanrhg of using idomration ?stems to ~ p p o r st ~ n k a t i o n a ~ objectives. Topics include snaregic planning md rises 01 inkmarion sy.;tems, busines procrrss analysis. and understnnding of the rechnolog architecture. (Prereq.: BUS 242 or MkT 252, and ENG 311 ) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 175 or 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260,270, and 375) 120 MIS MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MIS 299 Directed Study See description on page 94. MIS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MIS 499 Independent StudyIResearch See description on page 94. T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. In addition, a unique course in the major, "Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationshi~s. ' - Marketing Major ACC 222 BUS 242 MKT 252 PHI 300 FIN 331 MIS 175 Principles of Accounting I1 Principles of Management Principles of Marketing Business Law and Ethics Financial Management Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business BUS 379 Quantitative Methods for Business and Economics Required Marketing Courses 6 courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing INS 325 Building Working Relationships MKT 350 Consumer ~ehavior or MKT 354 Sales Management MKT 355 Marketing " Communications or MKT 357 Advertising Marketing Core Requirements 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379, ECO 113, or consent of instructor) 122 Marketing MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to cany out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modem marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MKT 299 Directed Study See description on page 94. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MKT 499 Independent StudyIResearch See description on page 94. c hemistry is the science that examnes and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the nsights of chemistry with physics, mathematics, and molecular biology opens vistas hat excite and offer opportunities to better he 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 cumcuum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemlstry major that meets the chemistry backyound required by many fields. Consonant with these ideas, the Department of Chemistry has established h e following objectives to help its stulents develop into mature scientists: *To provide a course of study of suffi:ient rigor and depth to enable our graduktes who complete our ACS chemistry najor to compete successfully with their leers of similar ability in graduate school )r research positions. *To provide programs of study for proessional goals in addition to the tradition11positions 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 Ron L. Fedie (Chair), Arlin E. Gyberg, Joan C. Kunz, Sandra L. Olmsted BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) and two additional courses from: CHM 364 Physical Chemistry I1 CHM 367 Properties of Polymers 124 Chemistry CHM 464 CHM 481 CHM 482 CHM 470 BIO 367 Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Biochemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, I1 Calculus I, I1 Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Medical Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 115, 116 General Chemistry I, I1 or CHM 105, 106 Principles of Chemistry I, I1 CHM 351,352 Organic Chemistry I, I1 CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory I CHM 364,365 Physical Chemistry and Laboratory I1 CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, 11,111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modem Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Departmental Honors Full ACS major; GPA of 3.5 in chernistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105, 106 or CHM 115,116, CHM 351,352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. - Chemistry 125 Any course taken as a prerequisite for another course, including the first course in a two-term equence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) f H M 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemisuy. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100, MPG 3. Spring) EHM 105 Principles of Chemistry 1 Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105,106, is designed for students who have not studied chemistry in high school or who are less confidmr about their background in chemistry. Students may go into CHM 351 or 353 f m CHM 106 and major in chemistry. (Three hours of lecture, one three-hour T a b ~ r a t oP~rereq.: ~ MPG 2. Fall) I H M 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) I H M 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) 126 Chemistry CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) Chemistry I, II CHM 351,352 Organic Important classes of organic compounds with special emphasis on mechanisms and multi-step Descriptive material is correlated by means of . synthesis. . modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Cowrs graximetric and volumemc analysis and solution equilibrium in derail a d gives an inrroduction ta eIectrochemica1 and specmphotometric techniques of analyis. The labomto. involves quant5irauve analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one f m - h o u r laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory 1 (.5 course) Physical Chemislry Laboratory introduces students to techniques of data collection and experimental applimtion of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory 11 (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) - Chemistry 127 CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR. L% NMR,and mass spectroscopy; use of the literature, and advanced ropics in organic spnth=is. (Three hours of lecture, sir hours of hborator)? Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge of German is helpfrrl. FaU) CHM 470 Principles of Medicinal Chemistry Medicinal chmisay examines the organic chemisq of drug design znd drug action Students study the mechanisms of drug banspert across biological membranes. absorpdon. dismibntion, and dmg excretion; the relatienship beween smcture and activity molcnilz recognition process in dmg-receptor interactions; enzyme mechanisms: and the meiabohcpathmp by which dmgs are detoxified. -4lso studied are the concepv nsed in rhe design of therapeutic snbstances. (Prereq.: CtOn 352. BIO 367 i s se~ommended.Spring, al~ernare yc5d CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) 128 Chemistry Internships and Independent Study Courses: CHM 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CHM 299 Directed Study See description on page 94. CHM 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CHM 499 Independent StudyIResearch See description on page 94. (Prereq.:junior or senior standing) c linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. Hdshe also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The cuniculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of scieace degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the spring semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is in the process of receiving accreditation by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W Bryn Mawr, Suite 670, Chicago, IL. 60631, 773-7148880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services FUMC-University FUMC-Riverside Fairview-Southdale Fairview-Ridges Generalized four-year academic plan for Clinical Laboratory Science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENG 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENG 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 1131114 130 Clinical Laboratory Science First year: Fall Term: BIO 113: Organismic Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Term: BIO 114: Genetics, Evolution & Ecology CHM 106 or CHM 116: General Chemistry ENG 111 Elective Second Year: Fall Term BIO 215: Cell & Development CHM 351: Organic Chemistry I Re1 200: Search for Meaning Elective Spring Term BIO 355: Genetics CHM 352: Organic Chemistry I1 MAT 163: Statistics (QR) Elective Third Year: Fall Term BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Term BIO 476: Microbiology BIO 4xx Immunology Elective Elective Fourth Year: Clinical Program Summer Session CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 420: Immunohematology Clinical Rotations: Fall & Spring Semester CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology Fall Semester CLS 425: Clinical Chemistry CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations Spring Semester CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods CLS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS BIO 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of "C" or above. Students must meet all college graduation requirements including those for General Education, grade point, College residency and total credits. 0 ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redrnond (Chair), Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko 4 BACHELOR OF ARTS Communication Studies Major 12 courses overall-seven required core courses and five courses within one of seven emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: Public Speaking COM 111 COM 188 Forensics Practicum (noncredit) COM 321 Business and Professional Speaking or THR 350 Voice for Speech, Stage, and Screen or THR 360 Interpretive Reading Argumentation COM 351 Persuasion COM 352 COM 354 COM 355 Interpersonal Communication Small Group Communication One of the following: ENG 223, 225, 226, 227 Professional Communication Emphasis This area is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Five additional electives from the following: COM 329,345,399,495,499; THR 350,360; BUS 301,302; PHI 120, 241,260; POL 380,326,342,370,375; PSY 325, PSY 371; REL 383; SOC 362, SOC 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Five additional electives from the following: COM 329,345,399,410,480, 495,499; BUS 242,340; CSC 160; INS 325; PSY 325,371,373; SOC 265,349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers (see Organizational Communication electives) 132 Communication Studies Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Five additional electives from: COM 329,345,399,410; INS 325; PSY 373,485; SOC 231,265,349,375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Five additional electives from: COM 329,399,410,480; BUS 252,352,355, 357,450; POL 342; INS 325 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Five additional electives from: COM 345,399,410,480; ART 132,224,225; BUS 242,252,355; INS 325; MIS 379; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Five electives from the following: COM 247,343,348,399,499: ART 132,215, 224,225,315,330,340; ENG 226,227, 241,327,347,445; POL 342,375; THR 232,325,333,350,360; BUS 254, INS 331 For All Seven Emphases We encourage all majors to participate in Augsburg's interscholastic foremics program. Day students are required to attend at least two interscholastic speech tournaments. Registering for and completing COM 188 (Forensics Practicum) is required to document participation. Students should be aware that the toumament season is essentially from October through mid-March, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded cumculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in - Communication Studies 133 scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women's studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, John McCaffery, John Mitchell, Robert Thom Required of all Film Majors: Six Core Courses C O m H R 216 Intro to 16mm Film Intro to Cinema Arts ENG 241 ENG 495 History of Film COMITHR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your advisor who is designated by the program director. Note that not all elective courses are offered every year, so altematives within the track may have to be chosen. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: C O m H R 495 16mm Film 11, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography ART 215 Design for New Media I, ART 315 Design for New Media 11, ART 340 Digital Imaging, MUS 130 Intro to Music and the Fine Arts, THR 328 Stage Design. Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 333 Acting for the Camera, THRENG 325 Playwriting, THR 366 Stage Direction, THR 325 Stage Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENG 499 Screenwriting Track #3 Theory & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENG 295 Writing for the Arts and Popular Culture, ENG 245 Introduction to Literature, ENG 480 Criticism, COM 499, INS 495 Indigenous Filmmakers, INS 264 American Indians in Cinema, WST/INS 481 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 134 Communication Studies Communication Studies Minor Six courses including: COM 111 Public Speaking POL 342 Mass Communication in Society or COM 343 Studio Production COM 35 1 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication ENG 223,225,226 or 227 Film Minor Six courses including: ENG 241 Introduction to Cinema Art C O M H R 216 Introduction to 16mm Film THR 333 Acting for Camera COM 343 Studio Production C O M H R 420 Issues in Contemporary Cinema Plus one of the following: THRIENG 325 Playwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction INS 495 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a communication studies faculty adviser. Communication ArtsILiterature 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 2.5 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either COM 111and 112 for credit, but not both. Fall, spring) COM 188 Forensics Practicum A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) -- Communication Studies 135 COMITHR 216 Introduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in BIW. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: COM 111 or 112) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years) COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall: alternate years) COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 347) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or consent of instructor. Fall) 136 Communication Studies COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: COM 111or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Croup Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) COMITHR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. (Prereq: ENG 241 and JRISR standing) COM 480 Public Relations/PromotionaI Communication Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. COM 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. COM 299 Directed Study See description on page 94. COM 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. COM 499 Independent StudyIResearch See description on page 94. - See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 252 BUS 340 BUS 352 BUS 355 BUS 440 BUS 450 CSC 160 ENC 226 ENC 241 ENC 347 INS 325 MIS 379 T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We - Computer Science 137 PHI 120 POL 342 POL 375 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 soc 375 THR 232 THR 325 THR 350 THR 360 encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Lany Ragland (Chair), Larry Crockett, James Moen, Noel Petit, Charles Sheaffer, Karen Sutherland 138 Computer Science Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 145 Calculus I MAT 146 Calculus I1 CSC 345 BACHELOR OF ARTS Computer Science Major 12 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design. MAT 355 Numerical Mathematics At least one elective must be an upper division course. BACHELOR OF SCIENCE Computer Science Major 16 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms Two courses from: MAT 245 Calculus 111 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. 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 and six from economics with 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, Lany Ragland, Department of Computer Science - Computer Science 139 Major in Computational Economics 13 courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires six courses from computer science and seven from philosophy with a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy 14 courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19th Century Philosophy PHI 344 History of Philosophy IV Twentieth Century Philosophy PHI 365 Philosophy of Science PHI 385 Introduction to Formal Logic and Computation Theory PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Departmental Honors GPA of 3.5 in computer science major courses, GPA of 3.1 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210,345; and one upper division computer science course, and one of MAT 171 or h4AT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. 140 Computer Science - CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3 ) CSC 170 Structured Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 lntroduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) - Computer Science 141 CSC 431 Introduction to Al Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) CSC 44.0 Advanced Networking and Operating Systems Network management; clientlserver databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: PHI 385, or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and PHI 385) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. csc 299 Directed Study See description on page 94. csc 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CSC 499 Independent StudyIResearch See description on page 94. A major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East Asian Studies Faculty Martha Johnson, Director Major in East Asian Studies Nine courses are required for the major. Courses in the major must be preapproved by the campus adviser and are distributed as follows: four courses in an East Asian language; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. - East Asian Studies 143 Minor in East Asian Studies Five courses, no more than two of which may be in the language. Courses in the minor must be pre-approved by the campus adviser. A minor in East Asian studies provides exposure to an area of East Asia that would complement other disciplines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, 612-330-1715; Hamline-Richard Kagan, 651-641-2433; Macalester-Yue-him Tam, 651-696-6262; St. Catherine-Helen Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621. Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses) : BUS 368 ENG 282 HIS 104 HIS 323 PHI 355 POL 282 POL 363 REL 356 THR 245 Responding to the Challenge of Japan Topics: Introduction to AsianAmerican Literature The Modem Non-Western World Modem China Asian Philosophy Understanding Asian America Russian and Chinese Foreign Policy History of Religions Introduction to Asian and Asian American Theatre Students may also take independent studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic creht. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 3 13 Intermediate Microeconomics ECO 480 Research Methods in Econometrics and three other upper division economics courses Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics Prerequisites: MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MAT 163 Introductory Statistics Mathematits Class: MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145, 146 Calculus I & I1 - Economics 145 Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 3 13 Intermediate Microeconomics ECO 480 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 279 Quantitative Methods for Business and Economics or MAT 163 ENG 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Combined Major in Economics and Business Administration Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 33 1 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore,should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112,113,312,313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. 1 4 6 Economics ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 31 1 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) ECO 312 lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter Trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate Winter Trimester) - Economics 147 ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined andcompared to real-world variants. (Prereq.: ECO 112 or 113: Every 3 years) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic dechons. Emp& is on applications such as transportation. marketing, portfolio selecrion, environmental, protectim, the shortest r m t e , and inventory models. (Pmq.:ECO 113, FvIfG 3. Fal? Trimester and Spring Semester) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. Every 3 years) ECO 41 3 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 279, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122) ECO 480 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Prerequisite(s): ECO 112, ECO 113 and ENG 111 ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (P/N Grading only.) ECO 299 ECO 399 Directed Study Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent StudyIResearch T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in biology, chemistry, communication arditerature, health, mathematics, physics, and social studies, and K-12 specialist licenses in visual arts, physical education, music, and dancdtheatre, and special education: E/BD (WEC only). Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication arditerature, social studies, visual arts and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon1 evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 3 0 0 4 0 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and a subject matter test. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching abroad program. Those interested in further information should contact the education deuariment at least one vear prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct ~~~~b~~~faculty supervision. - A graduate level licensure option is available in weekend format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied . to a Master of Arts in Education degree. Contact the Education Department or Weekend College Admissions for information. Students in all degree and/or licensure L Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. 150 Education I Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Elementary Major and Licensure Requirements: Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students may choose between bachelor of arts and bachelor of science Liberal Arts Foundation requirements in consultation with the department. Non-departmental core courses (requirements subject to change-see Education Department for most current list): ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students Option A is for students who have completed either one of the following courses. This is the old course sequence that is being phased out during 2004-2005. MAT 131 Math for the Liberal Arts MAT 132 Numeracy for Contemporary Society Option B is for students who have not taken either MAT 131 or 132. This is a new course sequence that will become permanent after 2004-2005. Math Placement what courses must be taken. Education Faculty Vicki Olson (Chair), Joy Bartlett, Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Carol Knicker, Lynn Lindow, Susan O'Connor, Ron Petrich, Linda Stevens, Barbara West MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers 11 (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for DAY students who do not have college level science courses in their background. SCI 110 Natural Science I SCI 111 Natural Science I1 Option B is for WEC andlor transfer students with at least one college level science course accepted in transfer or for day students who have already started this sequence. PHY 103 Conceptual Physics PHY 114 Earth Science for Elementary Teachers or EED 200 Elementary Education Earth Science (summer school, only) BIO 102 The Biological World Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (,5) EDC 290 Topics: MN American Indians (.5) - Elementary Education 151 Foundations Block I1 (courses from this point and on require admissions to the department) EDC 3 10 Learning and Development (HI) Methods Block I EED 31 1 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children's Literature Methods Block I1 EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Special Needs Learners EDC 480 School and Society Student Teaching Block EED 481,483,485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change-see Education Department for most current list) Communication Arts Specialty ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature SPC 351 Argumentation (Pre-req.: SPC 111 or permission of instructor) EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literaturmeading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120,121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 241 Human or Cultural Geography (take elsewhere-see Education Department for suggestions) ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 122 Calculus for the Behavioral Sciences or MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 331 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry 11 or CHM 116 General Chemistry I1 BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics PHY 106 Meteorology Geology (take elsewhere-see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.5 overall, 2.5 in the major, 2.0 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 - 152 fiementar)/ Education College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department for information. the elementary education major requirements. A graduate level elementary licensure option is available through Weekend point and on require admission to the education department.) EDC 310 Learning and Development I t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication artslliterature, dancdtheatre, health, mathematics, music, physical education, physics, and social studies. Methods Block I ESE 300 Readineriting in the Content Area ESE 325 Creating Learning Environments Methods Block I1 ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 Special Needs Learner EDC 480 School and Society (Wl/SW) Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Student Teaching Block ESE 481,483,485 Student Teaching (2.03.0). (S) A minimum GPA of 2.5 overall, 2.5 in education, 2.5 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Non-departmental requirements: ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) Art, Dancenheatre, Music, and Physical Education Licensure (K-12) Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools ( 5 ) EDC 220 Educational Technology (.5) EDC 290 Topics: MN American Indians (.5) Foundations Block I1 (Courses from this ' Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary (101 -snasu! 30 uo!sqmad p a d s ro luauuedap 01 uo~ss!urpapue ~ s d :.barard) d .pai~nba~ a~uauadxayIOMplaIa wuapnls ueqrn jo spaau uo snJoj 1e!~adspue 'sauonno mnurEem aaaqse sluapnls lie dlaq 01 saJrnosa1 pue sanbtuy~aluo qssqdu~q.ssaupayrB pue 'spaau ispads ;4q!qaqp qlpw sluapnls 30 Xpnls a q l l a u ~ e asi p a a ~~epadsa q l OLP3a3 (~uaunredap01 uo!ssppe pue ~ s d :.barad) d .aJuauadxa ylOMpla!d .suogaqdde uroorssqs uo p a q d s! qseqdma @pads .Bu~mealpue % u q x a l o lpaqdde SE s~rdolMoloq~Xsdleuogasnpa JO Xauns y 6u!nas 1euo!$e3np3ue u! $uawdola~aapup 6u!u~eal O L E Da] .arnqnJ pue 'aSen8ual 'holsq 'luamma~o% l e q y ue!pu~ ue~uaurypaseq slda~uospue 'map ppom 'luamos Iernqns 30 mapuaao u v (s-)sue!pul ue>!lauy NW :s3!dol - ~ p qa ~ d m o : , 062 Da] .asrnoD qq1 u1 papn~~u! aq 11" B u ~ e lalnduo3 a .suogetu!s Ku! -meay%u!q~ea~ 103 qeuawm pa-q-~a~ndmospue lenw-o!pne aAgDajJa 30 uog - e n p a pue 'uogsnpord 'uope~edard'uogJalaS .Bo~ouqsalleuogsn.11~~~ jo asn aq1 qBn01q1 uogesrunuIuIo330 suo!suamFp ~es!qdosol!qd pue 1~~!8oloqsl(sd (as~no:, r(601ouq3al leuope3np3 ozz D a j .amllnJ pue 'aK-e&ue~'hol -qq 'JU~UIUI~AOB 1aqg u e ~ p uu-e~uaurv ~ pasaq-~rlosauu~~q aspduro~1eq1 qdas ~ aagJaffg -1102 pua 'mapppom 'lualuos IertuIns aq1 puelsrapun : 3 'a3!1~erd JO p~epu~rls ~m ay, ? asrnoJ qql u! passarppe o s ~ y.saqunururoJ pue s ~ o o q mo ~ s l~edur!quamala asaql moq SE IIam SE X11'fuosrad sn ~ s e d sq a a u s ssauareme ue -oarals pu-e uogmquu~qp'axpnCard moq JO s~sX1me~ e ~ gpue appod 11 'suopelai u m n q p u h~~ s r a a pu m n q au!urma 11" as11103 s ! ~ sueipul u e q ~ a u v~ w / & ! s l a ~ ! a goz 3 a 3 s-) (Ku!pueis arouxoqdos '1I 1 3 ~ :.barard) g .pai~nbaramauadxa yiompIag u e q q .uralsXs ~ o o q umuamv ~s ay, jo suo!lapunoJ ps!qdosol!qd pue p u o 1 -qq uo qseqdurq .uo!ssqord 2u1q~aa1 aqljo mapuaao pue uoprno~dxalaam3 6u!nas ueqJn ue u! uo!$e>np] 01 uo!$elua!Jo 0 0 3~a 3 ' u 0 g ~ o 103 J ~suo!ssFurpv 3m '21->I sap& roj a ~ n s u a s ~ ro ~ u a a ~ e d uopmnpz~ aa ay, ~ s a u o - ~ pea1 suneI8ord uogesnpa rayseal uo!leJnpa -aFpan alenpeBrapun p u alenpeB ~ jo uog 1eJ!sXqd pue 's!snur 'aneay,psuep ' 1 ~ -eu!q11103 e q s n o q p a y a q o q arnsuasq . I O ~ ~uogesnpa UI - a a a ~ p >puayaaw q 8 n o q aIqEI!eAe D!snuI jo IoIaysaq arl, roj auaura~!nba s! uogdo arnsuaq Iaaal a~anpeBv ay, a~aldurosX11qssa3sns O ~ M auap 154 Elementary Education EDC 480 School and Society Emphasis on points of view about the role of school in modem society relationships with parents and community, collaborative models, leadership and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modem inquiry learning and teaching strategies. It meet. the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to deparment) EED 330 K-6 Methods: Language Arts/ Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication artditerature specialty. EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) - Secondary Education 155 EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. ESE 300 ReadingIWriting in the Content Areas The study and use of a variety of middle school and secondaly techniques and resources to teach reading and writing through the content areas. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Artskiterature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of h e social sciences in middle w d high schools. and Emphasis on insrmctiod s B ~ K ~ @ E mrriculum development Middle school portion required for elementary concenmtion in sock1 studies taught concurrently as ESE 311 Middle School Methods: Social Studies (-5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) iSE 320 iSE 325 5-12 Methods: Theatre/Dance . Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience required. (Prereq.: PPST and admission to the department) Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) 156 Secondary Education ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementaly concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and cumculum development. Also required for elementary concentration in communication artdliterature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and cumculum development. Required for communication artditerature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and cumculum development. Required for communication artditerature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience'required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 481,483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Occurs upon satisfactory completion of licensure program and program portfolio. ENG 111 Effective Writing T h e special education EB/D major is available: only through Weekend College; deally, to people who are currently in schools working with students with this abel. This major leads to Minnesota teachng licensure in special education with a specialty in emotional/behavioral disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD setting. Variations on this ideal are possible; see the Education Department for more inforrnation. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. The Education Department intends to put in place a Special Education: Learning Disabilities program by academic year 2004-2005. Contact the Education Department or WEC Admissions for information. Required Non-major Courses: 3PE 115 Chemical Dependency (.5) Required Education Courses: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 290 Topics: MN American Indian (.5) EDC 310 Learning and Development EDC 410 Special Needs Learner EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children's Literature EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 440 Parent and Professional Planning SPE 481,483,485,487 Student Teaching Summer Practicum SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department) iPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-reforial to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) 158 Special Education SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) SPE 440 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111,PPST and admission to department). SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 The Special Needs Learner EDU 49 1 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 or PSY 105 Choose one from the following: PSY 351 Developmental Psychology: Child PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 353 Developmental Psychology: Middle and Older Adult Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and ~ i l ~ sofi Social s Policy PSY 357 Behavior Analysis PSY 359 Psychological assessment Interested students should contact the director of special education at the outset of coursework. DC 410 DU 491 - Engineering 159 The Special Needs Learner (see EDC course descriptions) Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) A ugsburg College has cooperative rrangements with two universities to llow students to earn a bachelor of arts egree from Augsburg College and an engieering degree from either the University f Minnesota Institute of Technology, viinneapolis; or Michigan Technological Jniversity, Houghton, Michigan. Because f the special requirements and opportunies of these programs, early consultation vith the Augsburg engineering adviser is ecessary. Applications for these programs equire the recommendation of the ugsburg engineering adviser. Contact Jeff ohnson, Physics Department, 12-330-1070. Jniversity of Minnesota The Institute of Technology and ~ugsburgcooperative arrangement provides or two dual degree engineering programs: Bachelor of Arts/Bachelor of ingineering (B.A.1B.E.) enables students o receive a bachelor of arts degree from ~ugsburgCollege and a bachelor of engileering degree from the University of dinnesota. The program typically involves hree years at Augsburg and two years at he Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The cumculum is the same as the B.A.B.E. cumculum 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 cuniculum. The number of such courses varies by IT department and area of emphasis within a department. 160 Engineering Application for admission into the B.A.N.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A.N.E. program are not guaranteed admission to the Institute of Technology. Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus 11 MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121,122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of hvital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through worlung in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Roseann Lloyd, Elise Marubbio, John Mitchell, John Schmit, Cary Waterman, Susan Williams Major Nine courses above ENG 111,including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives 162 Enqlish Majors are encouraged to consult their departmental adviser regularly A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. Communication ArtsILiterature Teacher Licensure Major Prerequisite: ENG 111 Major Requirements (12 courses) ENG 225 Intermediate Expository Writing ENG 226 Creative Writing or ENG 227 Journalism or one additional upper division literature course (ENG 350 or 351 recommended) ENG 245 Introduction to Literature ENG 271 or 272 European Literature ENG 345 Introduction to the English Language ENG 361 Studies in Modem Fiction ENG 399 Internship in Teaching Writing ENG xxx Upper division literature course (ENG 331,336,337, or 338/438 recommended) Note: If students choose two literature courses, one must be in American literature (ENG 350 or 351) and one must be in British literature (ENG 331, 336, 337, 338/438). SPC 112 Contest Public Speaking SPC 343 Broadcast Production I SPC 352 Persuasion SPC 354 Interpersonal Communication Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to department approval) Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 ESE 352 5-12 Methods: Speaking and Listening 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200,210,220,310; ESE 300; EDC 410, 480; student teaching. Contact an education department adviser for information. This major is only for those who seek to be licensed in communication artdliterature. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or a speech major. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for the education licensure program no later than the spring of their junior year. Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Minor Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. - English 163 Concentration in Writing Five courses in writing (above ENG 11l), including ENG 225 and one upper division course in writing. Transfer Students required to enroll in ENG 101 Developmental Writing where they receive more individual instruction than is possible in ENG 111 Effective Writing. These students must pass ENG 101 Developmental Writing with a grade of 2.0 or higher before enrolling in ENG 111Effective Writing. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) 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 ENG 101 or 111 a second time and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. The Enqlish Placement Test Prerequisites A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills-such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences--are ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature and/or consent of the instructor. Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. ENG 101 Note: First day attendance in all writing courses is mandatory for a student to hold hislher place in the course. Developmental Writing A preparatoly course for ENG 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. ENC 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing . critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. 164 English ENC 216 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. ENC 217,218 English as a Second Language 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 ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) ENC 236 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. ENC 241 lntroduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) - English 165 ENC 245 Introduction to Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. ENC 251 Readings in American Literature An introduction to selected texts of literary and historical importance that yield an understanding of our Westem heritage and contemporary American world views. Themes could include the emergence of a national identity, the shaping of a collective American memory, and the contributions to American thought by women and people of color. ENC 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Spring) ENC 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. ENC 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 338 Shakespeare Study of the bard's major plays-comedies, histories, tragedies, and romances -for their literary, dramatic, and cultural significance. Taught in conjunction with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the instructor. Spring) 166 English ENC 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) ENC 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor.) ENC 347 Quantitative Journalism:Computer-Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) ENC 350 American Literature Before 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 351 American Literature Since 1920 Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 382 Topics Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) All 400-level courses will involve some reading and study of literary criticism or; in the case of writing classes, of what writers andlor composition theorists have to say about writing. ENC 436 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor) ENC 438 Shakespeare Taught in conjunction with ENG 338 (see above). Includes exposure to Shakespeare criticism. (Prereq.: ENG 245 or consent of insmctor. Spring) - English 167 ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.:ENG 225 and consent of instructor. Alternate years) ENC 480 Criticism The course focuses on a variety of recent critical theories with which graduate programs in English, as well as in women's and cultural studies, expect familiarity, including feminist, poststructuralist, and historicist approaches. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literaly and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) See department listing for a description of the following approved elective: THR 325 Playwriting Internships and Independent Study Courses: ENC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. ENC 299 Directed Study See description on page 94. ENC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Note: The internship in Teaching Writing requires completion of ENG 225 and approval of the department chair. ENC 499 Independent StudyIResearch See description on page 94. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Modem Languages. FRENCH See listing under Modem Languages. S ome courses help to integrate learning around topics in ways that are different from the more traditional disciplines. General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty CST 009 Cooperative Education (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education work assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are required to complete GST 100. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. CST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. CST 200 Quantitative Reasoning/StatisticaI Literacy Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias and chance. Review common techniques involving statistical opportunism. Study conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs. Use standardization to take into account the influence of confounders. Analysis of statistically-basedarguments. Emphasis on interpretation, evaluation and communication. (Prereq.; MPG 3.1 GERMAN See listing under Modem Languages. HEALTH AND PHYSICAL EDUCATION-HPE 169 v irtually all students at Augsburg College will interact at some point in their college years with the ~ e ~ a r t k eof nt Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the recreational participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. Health and Physical Education Faculty 4 HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Fall: even years) HPE 356 Measurement and Assessment in HPE HPE 390 Instructional Methods and Materials (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (Fall: even years) HPE 450 Current Health Issues (Fall: even years) Anatomy and BIO 103 Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Must have instructor's certification for CPR and first aid. urna an Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may ddfer 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. ' Marilyn Florian (Chair), Brian Ammann, Lisa Broek, Carol Enke, Paul Grauer, Alvin Kloppen, Jack Osberg, Joyce Pfaff, Missy Strauch, Eileen Kaese Uzarek 170 Health and Physical Education A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 110,114,115,316,320,390, 450. BIO 103. PHYSICAL EDUCATION ' Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 254 Introduction to Development1 Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries HPE 324 K-6 PE Games and Activities HPE 334 7-12 Sport Skills and Activities HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 356 Measurement and Assessment in HPE HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 115, 210, 223,231,232,351. There is no PE teaching minor in Minnesota public schools. Coaching (not a major) Minnesota Board of Teaching Statute 3512.3 100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Fall, even years) -- - Health and physical Education 171 HEALTH EDUCATION HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, Spring) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexualiry. (Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of "standards" and pedagogy for health education, curriculum, and assessment included. (Fall: even years) HPE 356 Measurement and Assessment in HPE Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment. Evaluation and development of materials included. (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Fall: even years) HPE 450 Current Health Issues (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological,political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) 172 Health and Physical Education PHYSICAL EDUCATION HPE 001 Foundations of Fitness (.O course) This course is required of all Augsburg students. It seeks to improve the student's knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but also to discuss and analyze ways an individual can assess, monitor, motivate and discipline himherself to maintain a lifestyle of fitness and wellness. HPE 002, 003 Lifetime Activity (.O course) Lifetime Activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy and rules of the activity. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 (.5 course) Introduction to Physical Education History, principles, and philosophy of physical education and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity (Spring) HPE 254 lntroduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmentalladapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Spring) HPE 324 K-6 PE Games and Activities This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPE 334 7-12 Sport Skills and Activities Theory and practice in skills, teaching and officiating selected sports activities. (Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years) - I Health and Physical Education 173 HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical educa- tion and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) HPE 356 Measurement and Assessment in HPE Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult w i d department chair for prerequisites. Fall) HPE 368 Physical Education Methods (7-1 2) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HPE 299 Directed Study See description on page 94. HPE 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HPE 499 Independent StudyIResearch See description on page 94. Open only to junior or senior majors. H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community." The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline devries (Chair), Phil Adamo, Bill Green, John Gregg, Don Gustafson, Chris Kimball medieval, modem Europe, U.S., and nonWestern. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.6 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 one course credit) to be defended before a faculty committee. First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and 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. - History 175 Transfer Students Transfer students planning a major must normally take at least three of their HIS 101 courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. HIS 121 19th-Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 122 20th-Century U.S. A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. HIS 1501350 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies in Latin American history from Pre-Columbian times through the conquest and colonial periods up to modem Latin America. Additional readings and written assignments will be required for upper-division students. (Prereq.: Consent of instructor required for HIS 350) 176 History HIS 1621462 20th Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249 The Designed Environment (See Department of Art for course description) - History 177 HIS 280 The History Workshop This course introduces history majors and minors to the historian's craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. HIS 282 The History of Women Since 1850 This course examines in comparative perspective women's changing political, economic, social and sexual status since the nineteenth century, with attention given to social, racial and ethnic, and sexual differences among women. HIS 311 Topics in Women's History Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. 178 History HIS 343 American WestIFrontier History An examination of the history of the American West as place (real and imag- ined) and process (shifting hests' or frontiers) from the colonial period to the present. Special emphasis on changing interpretations of the American West and the importance of the West in shaping American culture and society. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 179 in International Studies.) HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 349 The Designed Environment (See Department of Art for course description) HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150 HIS 352 Modern Germany A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and the Commonwealth This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg's Center for Global Education. Cross-listed with Women's Studies. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. - History 179 HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the "traditional" political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 374 Medieval Crusades This course examines Western Europe's crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to "take back" the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c.300 to c. 1517 AD) It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Prereq.: HIS 280. Generally offered Fall and Spring terms.) 180 History Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HIS 299 Directed Study See description on page 94. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. HIS 499 Independent StudyIResearch See description on page 94. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) T he Honors Program is rooted in the Augsburg Core ~u&ulum. As such it is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a cumculum that: Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; Calls for common inquiry into questions of Christian faith and the search for meaning; and, Cultivates the transformative discovery of, and appreciation for, one's place of leadership and service in a diverse world-vocatio and caritas. The Honors Program recasts this distinctive mix by underscoring the public uses of knowledge, by recognizing that intelligence expresses itself in many ways, and by embracing an intentional interdisciplinarity in its cumculum. While celebrating the signature elements of the Augsburg Core Cumculum, the Honors Program transposes them to a new key, even a kind of academic jazz, in which committed students are encouraged to traverse new domains and improvise novel themes appropriate to new circumstances. The Honors Program is a community of people who are committed to achieving an exceptional education by exploring the many dimensions of fundamental ideas. Fundamental ideas such as "all people are - Interdisciplinary Studies 181 created equal" and "all knowledge begins with experience" shape our construction of the valuable, our deliberations regarding the ethical, and even our identification of the factual. Honors education believes that when we engage freely in Socratic dialogue about knowledge and wisdom, we find our noblest calling as people. The Honors Program strives to provide an enriched environment in which the pivotal questions of human experience can be explored and the skills to navigate a complex world can be mastered. Honors students learn the value of interpersonal networking and team-generated solutions to new problems that emerge in dynamic, worldwide markets and evolving political realities. In fact, graduation from the program is advantageous for graduate school admission or career placement. I nterdisciplinq 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: In addition to completing the Honors Program courses that fulfill Augsburg Core Cumculum requirements, students complete the language requirement (if it is a requirement for their degree), Foundations of Fitness, the lifetime activity course, Effective Writing, any required entry level assessments, and graduation skill requirements. Students may enter the Honors Program at three points (first or second semester of first year; first semester of second year). Students must fulfill requirements of all four years to complete the Honors Program and thereby satisfy the Augsburg Core Cumculum requirements. Contact the director for additional information about the Honors Program curriculum and academic requirements. American Indian Studies East Asian Studies (ACTC) International Relations Metro-Urban Stumes Nordic Area Studies Russian, Central, and East European Area Studies (ACTC) Women's Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. 182 Interdisciplinary Studies SPC 321 Coordinator Norma Noonan The world of the 2lst century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) SPC 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. BUS 242 Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242) HIS 222 20th-Century U.S. INS 325 Building Working Relationships (WECDay) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) SPC 355 SPC 410 Business and Professional Speaking Small Group Communication (no prereq.) The Self and the Organization (WEC) The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): 1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. See International Relations, page 185. Interdisciplinary Studies 183 INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 325 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INS 381 Qualitative Research Methods This course introduces students to the range of qualitative methods available for the applied study of social issues and prepares them for a substantial research project. In separate labs, students will acquire skills in either archival research, content analysis, interviewing, or participant observation. (Prereq.: upper division or graduate standing and at least one upper division course in the student's major, or consent of the instructors) I nternational Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill-Cady Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,368,465 ECO 317,360,365 HIS 323,346,348,350,352,354,440,474 MKT 466 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 241 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) S W 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. 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. lnternational Relations Major with lnternational Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors GPA of 3.5 in the major; 3.0 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1of the senior year and must defend the thesis before a faculty committee. Students lnternational Relations 185 should declare their intention to complete an honors major by the end of their junior year. lnternational Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it'focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability Students will draw on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, I N S M T 311, POUWST 341, REL 313, POUWST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENG 361, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations Program Director for full program description. I nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, general education, and graduation requirements when approved by the appropriate program directors and faculty before departure. Any approved study abroad will also fulfill the Augsburg Experience. Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the study abroad adviser. In addition to semester and year-long programs, summer abroad courses also provide a number of educational opportunities. Students interested in these or other external off-campus study experiences should contact the study abroad adviser. Application deadlines are listed for each program. Please contact the study abroad adviser in the Office of International Programs for a list of deadlines for summer and short-term study abroad courses. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study. THE CENTER FOR GLOBAL EDUCATION The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center's study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. International study programs administered by the Center for Global Education and approved by Augsburg are listed below For information on these programs, contact the semester programs abroad office. INTERNATIONAL PARTNERS The International Partners program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Norway and Germany. Under these agreements International Partner students from abroad receive part -- International Studies 187 of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Study abroad through International Partners emphasizes business, education, and social work, but offers training in more than a dozen other fields as well. All coursework is in English. The study program may be for one year, one semester, or a summer session. Participation may be on an individual basis or as part of a student group. For further information contact the nternational Partners office. Application deadlines are April 1 for fall semester and year long programs and October 15 for spring semester programs. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers full-semester programs through HECUA in Norway, Guatemala, Ecuador, and Northern Ireland. All programs emphasize the impact of social change, civic engagement, and crosscultural factors on the human community. HECUA programs include intense language experience and field study. The cost is similar to full tuition, room, and board for one semester on campus, plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. International study programs administered by HECUA and approved through Augsburg are listed below For information on these programs, contact the Center for Global Education. I CROSSING BORDERS: GENDER AND SOCIAL CHANGE I N MESOAMERICA (MEXICO)-FALL This program is an intensive semester of study and travel designed to introduce stuients to the central issues facing Mesoamerica, with emphasis on the experiences and :mpowerment of women. Students engage in gender analysis of key social, economic, ?olitical, and cultural issues in Mexico and Guatemala, explore the interconnectedness of :ace, class, and gender, and learn first-hand from both women and men who are involved n struggles for sustainable development and social change. The program begins with a me-week seminar/orientation in the U.S-Mexico border region and ends with a two-week ;eminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing ~pproximatelysix weeks, and with Mexican host families for 4-6 weeks. All students will be expected to take POYWST 359, REUWST 366, and at least one jpanish course. In addition, they may choose between taking a second Spanish course or :ompleting an internship or field research (independent study). Augsburg application deadline: April 1. Prerequisite: one college-level Spanish course or ts equivalent. 188 International Studies SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. , (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POLIWST 359 Women, Gender, and Social Change in-Latin America An exploration of gender politics in Latin America. Particular attention is given to women's organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. RELIWST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1 transformation. Examines key theological concepts, critiques, and practical implications. I - International Studies 189 NSISPAIWST 399 Internship Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) NSIRELISPAIWST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. I SOCIAL AND ENVIRONMENTALJUSTICE:LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender, class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women's studies. internships and independent studies are also available. The program includes a two-week ;eminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend ipproximately six weeks in Augsburg housing, and six weeks living with Mexican host imilies. All students will be expected to take the following three courses: a Spanish course, - I l W S T 355, and P O W J T 341 or REyWST 313. For their fourth course, they may : h a benveen taking a second Spanish course, or completing an internship or field search (independent study). Augsburg application deadline is Oct. 15. Prerequisite: one college-level Spanish course )r its equivalent. iPA 111, 112 Beginning Spanish I, II Aims to develop she four basic slalls: understanding, spspeaking, wding, and writing of elementary Spanish. Introdnc~anto c u l m of the 5-h-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) ;PA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) - 190 International Studies SPA 31 1 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper diesion courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 3 11 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 31 1 or equivalent.) SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 31 1 or equivalent.) HISIWST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in Mexican and Central American history. Focuses on the development of gender, class-based, and raciavethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. POL341/WST 341 Environmental Politics Explores enivornmental politics in Latin America from pre-Columbian times to the present. Applies a gender perspective to analyze environmental issues and examines political and economic policies that promote andfor hinder sustainable development. REL/WST 313 Environmental Theology and Ethics Explores different approaches to environmental ethics in Latin America, including indigenous, Jewish and Christian perspectives, liberation theology and ecofeminism. INS/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) - International Studies 191 NS/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. I SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)-SPRING This program was created to satisfy the cumculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformaive, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course 3r its equivalent. (Students may choose to study Spanish in Mexico during the month of lanuary, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II -Aims to dwelop the four b& skills: understanding, speaking, reading,and writing of elementary Spanish. htroducrion to culture ot the Spanish-speaking world. Taught by Mexican insmcrors. (No prerequisite far SPA f 1l. Placement level determined by placement test or completion of prerequisite for SPA 112.) 5PA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) ;PA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) ,PA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) ;PA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) 192 International Studies 7 SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 3 11 or equivalent.) SWK 294 International Social Welfare: The Mexican Context Develops students' understanding of current social, economic, political and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students' knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the U.S. at large. SWK 316 Social Work Practice II: With Families and Croups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational andlor community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). International Studies 193 H SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA)-FALL OR SPRING This program introduces students to the key issues facing the Ceneal Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following 4 courses: 1) one Spanish course, 2) REL 366,3) HISM7ST 355, and 4) ECO 495, Application deadline is April 1. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 21 1, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Advanced Conversation Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite:SPA 212 or equivalent or score at minimum of 31 1 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) 194 International Studies SPA 41 1 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 3 11 or equivalent.) HISIWST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and raciauethnic 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. ECO 495 Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to sociaVpolitica1transformation. Examines key theological concepts, critiques, and practical implications. NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. Augsburg application deadline: Oct. 15. INS 312 REL 346 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. -- International Studies 195 POL 353 Political and Social Change in Namibia: A Comparative Perspective This contse is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movemen= that have evolved in the struggle for independence. HIS 440 Racism and Resistance in Southern Africa and the US: Struggles Against Colonialism, Apartheid and Segregation This course explores historical parallels of the development in southern Africa and in the US, 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. INS 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. INS 499 lndependent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The cumculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. April 1. INS 372 Norwegian Language INS 377 Scandinavia in the World INS 393 Scandinavian Art and Literature: Perspectives on Social Change INS 394 Urbanization and Sustainable Development in Scandinavia INS 499 Independent Study (Students may choose either INS 372 or 499) -International Studies 196 POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND CUBA-FALL The Politics, Development, and the City program explores historical and current issues related to rural-urban migration, industrialization, government policies, and effects on human communities. Students engage in dialogue with Latin American faculty, activists, and leaders from local communities to understand local conditions and efforts at social change. Learning is made vivid through field projects and interactions with organizations worlung on urban issues. A Spanish in the Field course facilitates language learning directly related to content. April 1. INS 2611386 Spanish in the Field INS 362 Development in the Latin American City INS 363 Wealth, Poverty, and Community Development: Critical Social Issues INS 499 Independent Study COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. April 1. INS 366 Community Participation for Social Change INS 399 Internship INS 499 Independent Study (2 course credits) - International Studies 197 ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA: GUATEMALA AND CUBA (EECLA)-SPRING Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants will conduct a variety of field projects in small groups to learn about the environment and development efforts. Students gain hands-on experience field placements with organizations working in the Guatarnalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community Each student cames out an independent study project on a topic of personal choice, which includes field research. Oct. 15. INS 384 Social Dynamics and the Environment INS 385 The Ethics of Development: Local and Global Implications INS 386 Spanish in the Field (advanced-level language course) INS 499 Independent Study Project (students chooses topic) NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANCE-SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Oct. 15 INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. M athematics is the study of structure and relationships and 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 justifj their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg's urban location allows students to gain experience working with mathematics through intemships, cooperative education, and the practicum and colloquium courses. Mathematics Faculty Rebekah Dupont (Chair), Tracy Bibelnieks, Nicholas Coult, Suzanne Doree, Matthew Haines, Kenneth Kaminsky. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus I11 MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. CSC 160 Introduction to Computer Science and Communications Two supporting courses from the following list or substitutes with departmental approval: CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ESE 330, FIN 331, MAT 163 or MAT 173 (not both), PHY 121, PHY 122. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Depending on the choice of electives, up to two additional communication skills courses (one in writing, one in speaking) may also be required. - Mathematics 199 Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with Mathematics Major except that the two MAT electives and two supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355,374, or 377; ECO 112 or 113;MAT 173,ECO 318, orFIN331. Computational Mathematics: Two of MAT 355,377, or approved 395; CSC 170; CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; PHY 121-122. Teaching Mathematics: MAT 252; MAT287; MAT 314; ESE 330. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as, MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus 1 or MAT 122 Calculus for the Behavioral and Social Sciences; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.5 in MAT courses numbered above 200,3.0 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus 11 Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. At least one MAT course numbered above 250 must be taken at Augsburg. 200 Mathematics Students must earn a grade of 2.0 or better in each course that applies toward the minor. Math Placement Croup (MPC) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their 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 1may 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. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic and hgonomemc 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 deparanent. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) - - Mathematics 201 MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 123 Mathematics Sampler An examination of intriguing mathematical ideas including geometrical and numerical patterns, and axiom systems such as set theory, non-Euclidean geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3) MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG3 for MAT137; MAT 137 or MPG4 for MAT138.) MAT 145-6 Calculus 1 & ll Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146.) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, anaIysis-of-variance, and regression. (Prereq.: MPG 3.) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3.) 202 Mathematics MAT 245 Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146.) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271.) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theoly, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and MPG 4 Also recommended: CSC 160) MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modem mathematics. (Prereq. : MAT 145 or MAT 122 and MPG 4) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting. (Prereq.: ENG 111, MAT 271 Also recommended: MAT 245, MAT 246 or MAT 247, and at least one MAT courses numbered 300 or higher. MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor). - Mathematics 203 MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374.) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a senice learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of instructor) MAT 3951495 TopicsIAdvanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, chaotic dynamical systems, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) - MAT 491 -~ Mathematics Colloquium Information about contemporaly applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Canies no course credit. Internship and Independent Study courses: MAT 1991399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing). See also description on page 93. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 94. M etro-Urban studies is a multidisciplumy major and minor taught by faculty in sociology, economics, history, political science, social work, art and other related disciplines. Metro-Urban studies is designed to blend classroom and field experience, theory, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies and general education's Engaging Minneapolis introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional comes and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO), Chris Kimball (HIS), Michael O'Neal (SOC), Michael Shock (SWK) DECREE AND MAJOR REQUIREMENTS Major 10 courses including: ECO 110 Economics of Urban Issues POL 122 Metropolitan Complex SOC 21 1 Community and the Modem Metropolis HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 PoliticaVShtistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Minor POL 122, SOC 21 1, HIS 225/249/349, and two of the following: HIS 335, SOC 381, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. - - Metro-Urban Studies 205 Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. INS 299 Directed Study See description on page 94. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other inteinship options (on-campus, off-campus, half credit) on page 93. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study-Metropolitan Resources An independentlydesignedcourse developed by a student (or p u p of students), utiliring the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of insmctor) INS 499 Independent StudyIResearch See description on page 94. (Prereq.: POL 484 or SOC 363) URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. I. METRO-URBAN STUDIES TERM (MUST)-FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities meeo area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct obsewation 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. 206 Metro-Urban Studies INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identlfy inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 93. II. CITY ARTS-SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 93. Ill. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS AND PUBLIC POLICY -FALL Focuses on the social, scientific, ecological and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions o f Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship (2 course credits) IV. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CIIA, AND EECIA) T he Department of Modem Languages at ~ u ~ s b u r ~ k o lcontributes le~e 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 modem languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese,Japanese, Latin, and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the aistry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modern Languages Faculty Mary Kingsley (Chair), Pary PezechluanWeinberg, Frankie Shackelford, Donald Steinmetz Major The major consists of nine courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Minor The minor consists of four courses above 211 (Norwegian only: 211and above), including one in language and one in literature or culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.5 GPA in the major, 3.5 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or F! 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. 208 Modern Languages Study Abroad Teaching Licensure A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Since spring term 2001, Augsburg College no longer offers a licensure program in modem languages. 4 AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) 4 CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. W FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC-additiona1 sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) - Modern Languages 209 FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 41 1 FRE 495 . Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. FRE 299 Directed Study See description on page 94. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. FRE 499 Independent StudyIResearch See description on page 94. - 210 Modern Languages GERMAN (GER) CER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC-additional sessions required) CER 21 1, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 GER 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, A u s ~and , ~witzerlandsince the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of instructor. On demand) CER 351 Survey of Literature: German Literature from Chivalry to Romanticism The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. - - Modern Languages 21 1 CER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modem age. (Prereq.: 311) CER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) CER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: CER 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CER 299 Directed Study See description on page 94. CER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. CER 499 Independent StudyIResearch See description on page 94. JAPANESE(JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. H NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 - Intermediate Norweaian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) - 212 Modern Languages NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural devel- opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Intenuhips and Independent Study Courses: NOR 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NOR 299 Directed Study See description on page 94. NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NOR 499 Independent StudyIResearch See description on page 94. - Modern Languages 213 OJIBWE(OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; Sring: 112, Prereq.: 111.) SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC-additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. IPrereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice with emphasis on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) 214 Modern Languages SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 31 1 or consent of instructor. Spring: odd years) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 41 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 31 1 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SPA 299 Directed Study See description on page 94. SPA 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SPA 499 Independent StudyIResearch See description on page 94. M usic has the power to strengthen the mind, heal the body, and unlock ;he creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. The Department of Music at Augsburg College offers music training in the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). The Music Department offers three degree programs and five majors as follows: Bachelor of Arts (Music Major or Music Major with Music Business Concentration) Bachelor of Music (Music Education or Performance Major) Bachelor of Science (Music Therapy Major) In addition, we offer minors in music, music business, and a Music Therapy equivalency certificate program. Participation in a variety of music experiences including large and small ensemble courses, music theater productions, performance study, and music courses are open to students from all majors, with pennission from the instructor. Full-time Faculty Robert Stacke (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Marv Dahlgren, Bridgt Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Mary Horozaniecki,Jim Jacobson, Kathy Kienzle, Caroline Lemen, Steve Lund, Laurie Merz, Celeste O'Brien, Paul Ousley, Rick Penning, Nicholas Raths, Sonja Thompson, Angela Wyatt Fine Arts Coordinator Cathy Anderson Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of their sophomore year. Transfer students must meet with a music adviser immediately after enrolling at Augsburg to establish an appropriate course of music study and application process. All students interested in pursuing a music degree at Augsburg must contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Degree Program Advisors: Jill Dawe - BM Music Performance Stephen Gabrielsen - BA Music Peter Hendrickson - BM Music Education Roberta Kagin - BS Music Therapy Ned Kantar - BM Music Education Robert Stacke - Transfer Students Acceptance to the degree program will be based on the successful completion of the steps outlined in the Music Student Handbook, as well as on the student's performance at his or her spring sophomore jury. Music Degree Core Curriculum for all ProgramsJMajors MUS 101 Materials of Music I MUS 102 Materials of Music 11 MUS 111 Aural Skills I 216 Music MUS 112 MUS 201 MUS 202 MUS 211 MUS 212 MUS 231 Aural Skills I1 Materials of Music 111 Form and Analysis Aural Skills 111 Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music I1 Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency Plus fulfillment of recital requirements as given under each specific degree and major. BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Student select either vocaVgenera1 or instmmentavgeneral emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.5 in all music courses in necessary for the music education licensure pro- w"-- Requirements Music core curriculum and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 220 Educational Technology EDC 290 Topics: MN American Indians EDC 310 Learning and Development EDC 315 Critical Issues in Education Seminar ESE 300 Readinwriting in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481ESE 483 Student Teaching MUS 359 Music Methods: ChoraWocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting One of the following two areas of emphasis: Vocal emphasis-MUS 251,252,253,254 Instrumental emphasis- one course credit of music elective Two quarter course credits of performance studies in the major insh-umentlvoice (first year) Four half course credits of performance studies in the major instrumentlvoice (second and third year) - Music 217 Two full course credits of performance studies in the major instrumendvoice (fourth year) Eight semesters in a major Augsburg ensemble on the major instrumenthoice (winds and percussion, Band; strings, Drchestra; voice, Choir). You must participate in the ensemble for which you want to teach. Music Education majors whose major performance medium is piano, organ, or pitar are required to enroll in 4 semesters ~flessons on a minor performance medilm that allows them participation in the :orresponding large ensemble. Examples: 4 music education major in the vocal-gen:ral track who selects piano as a major perormance medium (rather than voice) is equired to take a minimum of four semes.ers of voice lessons, in addition to partici~atingin a large group vocal ensemble for :ight semesters. A music education major in the instrunental-general track who selects piano, )rgan, or guitar as a major performance nedium is required to take a minimum of our semesters of lessons on a band or rchestral instrument, in addition to paricipating in a correspondinglarge group nstrumental ensemble for eight semesters. =oursemesters in an Augsburg small :nsemble on the major instrumendvoice mprovisation competency on major nstrumendvoice mprovisation Lrea of Emphasis: InstrumentaVGeneral Certification Two semesters of traditional MUE chamber music Two semesters MUS 129 Improvisation- OR- one semester MUS 129 Improvisation and one semester jazz band VocaVGeneral Certification Two semesters traditional MUE chamber music One semester MUS 129 Improvisation One semester MUSITHR 235 Music Theatre (Vocalists taking MUS 129 will also be expected to comp from a lead sheet andlor sing with the combo.) Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in themajor instrumendvoice BACHELOR OF MUSIC Music Performance Major This major is a focused classical training program designed to challenge the musical skills and performing ability of the individual musician. Students interested in pursuing this degree are selected through an audition/interview process (see Music Department Handbook) and should have demonstrated performance ability an excellent GPA in music coursework, a selfdirected learning style, and a passion for developing their skills through intensive work and practice in a chosen performance area. This degree best prepares students for private and studio teaching, professional performing opportunities, auditions, and graduate school. Requirements: 14.5 course credits Music core curriculum and: MUS 358 Full Junior Recital MUS 459 Full Senior Recital One of the following three areas of emphasis: Vocal emphasis-MUS 251,252,253,254 218 Music 435, EDS 359, one course credit of music elective Piano or organ emphasis-MUS436,456, one course credit of music elective Instrumental emphasis- one and one half course credits of music electives, one methods course for major instrument Two quarter course credits and six half course credits of performance studies in the major instrurnentlvoice Eight semesters in a major Augsburg ensemble on the major instrumentlvoice and residency at Augsburg Or, for piano or guitar emphasis: Four semesters in a major Augsburg ensemble plus four semesters of departmental ensemble work as assigned by the student's academic adviser and studio instructor. Four semesters in an Augsburg small ensemble on the major instrumentlvoice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major instrumentlvoice BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a 4 1/2 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Requirements: 23 course credits Music core curriculum and: MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311,312 Composition I or 11 MUS 372,375 Psychological Foundation of Music I, I1 MUS 374, 375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical In ternship MUS 458 Half Senior Recital EDC 410 The Special Needs Learner PSY 105 Principles of Psychology PSY 362 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods 11: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design Procedure, and Analysis I Eight quarter course credits of performance studies in the major instrurnentlvoice Eight semesters in a major Augsburg ensemble on the major instrumentlvoice and residency at Augsburg Two semesters in an Augsburg small ensemble on the major instrurnentlvoice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses - Music 219 H BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music related business fields most often choose this course of study. Requirements Music core cumculum and: MUS 341 Basic Conducting MUS 458 Senior Recital One credit of approved courses outlined in the Music Department Student Handbook. One credit of upper division music courses. Eight quarter course credits of performance studies in the major instrument/voice Eight semesters in a major Augsburg ensemble on the major instrument/voice Two semesters in an Augsburg small ensemble on the major instmmental/voice Pass piano proficiency test music business studies. The music business major has two tracks: the Bachelor of Arts in music with music business concentration (designed for the performing artist) and the Bachelor of Arts in business administration with specialization in music business (designed for the music/business student). B.A. in Music with Music Business Concentration Requirements: 19.5 credits Music core cumculum and: ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship MUSBUS 105 Music Business MUSBUS 245 Arts Management MUSBUS 399 Internship SPC 111 Public Speaking MUS 458 Senior Recital Eight quarter course credits of performance studies in the major instrument/voice Eight semesters in a major Augsburg ensemble on the major instrument/voice Pass three music repertoire tests Two semesters in an Augsburg small ensemble on the major instrumentaVvoice Music Business Major Pass piano proficiency test 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 [or careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the ~usinessstudent the opportunity to pursue Pass three music repertoire tests B.A. in Business Administration with Specialization in Music Business Requirements: 16 credits ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 260 Problem Solving for Business or MIS 270 Data Management for Business -Music 220 ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Marketing or BUS 254 Entrepreneurship MKT 252 Principles of Marketing BUS 301 Business Law or PHI 300 Business Law and Ethics FIN 331 Financial Management MUS/BUS 105 Music Business MUSBUS 245 Arts Management MUSIBUS 399 Internship SPC 111 Public Speaking 3 MUS credits- OR-2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music I1 MUS 112 Aural Skills I1 MUS 130 Intro to Music and the Fine Arts MUS 241 History of Jazz MUS 320 Worlds of Music MUS xxx Finalehlusic Tech Software (Other MUS courses as approved by advisor) Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, I1 MUS 111, 112 Aural Skills I, I1 MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 One credit of additional music courses. Four consecutive semesters in a major Augsburg ensemble concurrent with four quarter courses of performance studies on the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today's music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business ACC 221 Principles of Accounting I MUSIBUS 399 Internship (approved for the Music Business Minor) One of the following: MUSIBUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) 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 221 Music Therapy Association to become prolessional music therapists. This equivalen7 program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, ~ndividualrequirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major rnsemble for four terms and successful :ompletion of a two-year music theory rquivalency test. For acceptance to the degree program, :quivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and eansferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will )e based on the successful completion of he above, as well as on the student's perormance at his or her first jury. Iepartmental Honors Students may quahfy for departmental ionors by submitting a petition to the nusic faculty before the end of the first iemester of the senior year. The petition or honors should include: I I A transcript showing a cumulative GPA of 3.0 or higher in all music courses An outline of the student's participation in departmental activities demonstrating leadership, musical goals and high musical standards. A proposal for an honors project An honors project could include but is not limited to one of the following: writing and defending a senior thesis; presenting a recital beyond that required by a degree; composing a work not less than 15 minutes duration; conducting a concert; or a project that combines any or all of the above listed projects in a manner appropriate to a student's degree area. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrumentlvoice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a padfail grade. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog. B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. 222 Music W EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Many music courses are offered alternate years. Consult the re@trar's Web site <www.augsburg.edu/enroll/registrar>or the Music Department for course offerings in each term. W THEORY AND MUSICIANSHIP MUS 101 Materials of Music 1 (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondaly dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills 11 (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 129 Improvisation in Music (.O course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 201 Materials of Music 111 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) - Music 223 MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0) MUS 21 1 Aural Skills 111 MUS 212 Aural Skills IV MUS 31 1 Composition 1 (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related twentieth-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 312 Composition 11 (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm and form. Serialism, exoticism, indeterminacy, electronic minimalism, special effects. Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) vlUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111,231) AUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) lnUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) I HISTORY AND LITERATURE AUS 105 AUS 130 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as BUS 105. Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. 224 Music MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102,201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. MUS 320 Worlds of Music A survey of non-Western musical cultures. Thefollowing four half courses are extensive studies of special eras in the history of music: MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) - Music 225 MUS 436 Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing and performing. (Prereq.: MUS 231,232) H PERFORMANCE TECHNIQUE MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of music-theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each ;25 course) Intensive course covering basic singing pronunciation of English, Italian, German and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 358 MUS 458 Junior Recital (.O course) B.M. candidates only One-half hour recital at repertoire level 111 for music education majors, one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. Senior Recital (.O course) One-half hour recital at repertoire level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only One hour recital at repertoire level IV for music education majors, one hour recital at level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) MUS 359 MUSIC METHODS: VOCAL MUS 456 (.5 course) (.5 course) (.5 course Piano Pedagogy (.5 course) Explores the methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that pairs each Augsburg Student with 1-2 elementary school children to whom they will teach piano. 226 Music PERFORMANCE-BASED COURSES ENSEMBLES (MUE) These courses are open to students from all degree programs and majors. LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and general education requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements). Transfer students must participate in an Augsburg ensemble during their entire residency Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers o f Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) SMALL ENSEMBLES These courses are offered each semester for 0.0 credit (with the exception of Jazz Ensemble). The small ensembles study and perform music that is written for one person per part. MUE 113 Vocal Chamber Music (.O course) MUE 122 String Chamber Music (.O course) MUE 131 Woodwind Chamber Music (.O course) MUE 142 Brass Chamber Music (.O course) MUE 143 Jazz Ensemble (.25 course) MUE 144 Percussion Chamber Music (.O course) MUE 145 Piano Chamber Music (.O course) MUE 196 Community Jazz Band (.O course) - Music 227 PERFORMANCE STUDY (MUP) Is available to students from all majors and degree programs, and consists of 14 weekly private lessons with Augsburg faculty. Students may register for half hour lessons for 0.0 credit or .25 credit, or one hour lessons for 0.5 credit. The semester goals for each performance study course are set at the discretion of the faculty instructor and may include concert attendance, studio class, a jury or additional requirements, in accordance with the student's abilities, experience and intended major. 0.0 credit lessons have less stringent course goals. MUP 111-411 Voice MUP 141-441 Trumpet MUP 121-421 Violin MUP 142-442 Trombone MUP 122-422 Viola MUP 143-443 Baritone MUP 123-423 Cello MUP 144-444 Tuba MUP 124424 Bass MUP 152-452 Piano MUP 131-431 Oboe MUP 159 Piano accompanying MUP 132-432 Bassoon MUP 161-461 Guitar MUP 133-433 Clarinet MUP 171-471 Percussion MUP 134434 Saxophone MUP 181-481 Organ MUP 135-435 Flute MUP 191-491 Harp MUP MUP 137-437 Horn MUP 192-492 Improvisation MUP 193-493 Composition Note carefully the following provisions: A semester of study is 14 weeks of lessons and coaching. Any lessons during the summer are arranged privately with the teacher. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise except for illness immediately prior to the lesson, the stuclent will forfeit the right to a make-up lesson. Credit is granted only for study with faculty members of the Augsburg College Department of Music. CROUP INSTRUCTION (MUS) The following classes consist of group lessons on a particular instrument and are recommended as a starting point for students who are beginners, and for music majors needing to fulfill a proficiency requirement. After completing group instruction, students may choose to pursue performance studies (see above). These courses do not have a performance study fee attached. 228 Music MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessary to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MUS 299 Directed Study See description on page 94. MUS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 lndependent StudyIResearch See description on page 94. Open only to advanced students upon approval of the faculty. MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama and movement. MUS 274,275 Music Therapy Pradicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hour per week. No course credit. - Music 229 MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano and percussion with application for the use of these instruments for music therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Broad Base Requirements (also for 5-8 General Science licensure) GEO XXX Introductory Geology PHY 106 Introductory Meteorology BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, I1 CHM 105, 106 Principles of Chemistry I, I1 or CHM 115, 116 General Chemistry I, I1 Biology Major-B.A. in Life Sciences (for licensure in biology 5-12) Broad base requirements (substitute BIO 113 and 114 for BIO 101 and 102), plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Anatomy or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 369 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology MAT 114,122,145,163, or PSY 215 - Natural Science Teaching Licensure 231 Chemistry Major (for licensure in chemistry 5-12) Physics Major (for licensure in physics 5-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, 11 or CHM 115, 116 General Chemistry I, I1 CHM 351 Organic Chemistry I CHM 352 Organic Chemistry I1 CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, I1 Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two courses from: CHM 364,367,464,470,481,482 One year of general physics -PHY 121, 122 Two additional physics courses above 122; PHY 261 recommended One year of general chemistry- CHM 105, 106 or CHM 115,116 Other Requirements N ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modem Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. Minor Four upper division courses. NAS 230 Contemporary Norderl A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: altanate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in ~ o k e g i a n(Spring: . alternate years) - Nordic Area Studies 233 NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NAS 299 Directed Study See description on page 94. NAS 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. NAS 499 Independent StudyIResearch See description on page 94. See listing under Modem Languages. T he Augsburg of Nursing - Department is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding: Nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own practices. Wherever they work, nurses provide comprehensive health care for persons, groups and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor's degree equips nurses to synthesize working knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg's nursing program, which leads to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for a public health nurse registration certificate in Minnesota. Nursing Faculty Cheryl Leuning (Chair), Ruth Enestvedt, Meny Beth Gay, Sue Nash, Pamela Weiss. Adjunct Faculty: Linda Holt, Luann Watson, Susan Hageness, Kia James, Audrey Erwin, Marty Aleman, Maralou Brose, Deborah Schumacher, Beverly Nilsson (Emerita) Major Seven courses including: NUR 305 Communication NUR 306 Paradigms in Nursing NUR 330 Trends and Issues in Nursing NUR 403 Families and the Life Cycle NUR 405 Leadershipmanagement NUR 410 Community Health Nursing I NUR 41 1 Community Health Nursing I1 A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 are required. Students also must complete Augsburg's residence and general education requirements. The program has been planned so that the major can be completed within 15 months; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 41 1) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with the program coordinator, Luann Watson, from the Department of Nursing for program planning. - Nursing 235 Departmental Honors Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. 2. Graduation from an accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.5 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently. registered to practice in Minnesota prior to beginning the nursing major. clinical practice: ~~~l~~~~~ 4. current must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have their own malpractice insurance and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursing this degree. Nursing courses at Augsburg are available through Weekend College. Classes usually meet on alternate weekday evenings for one 3-1/2 hour time block. Clinical practice usually occurs on weekdays. Students can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts be taken before the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus, United Hospital site, and Rochester site. NUR 305 Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. 236 Nursing NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. NUR 405 LeadershipIManagement 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. NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105) NUR 411 Community Health Nursing II* Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/leaming theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent StudyIResearch (optional) See description on page 94. Note: I f NUR 41 1 is not taken immediately following NUR 410, students are required to consult withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to audit courses. * This course involves an additional clinical tuition and hours. P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most othe; disciplines arose out of it. Moreover, it is concemed 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 philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Early Modem and 19-Century Philosophy PHI 344 Twentieth-Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing on page 139. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241,242,343, and 344. 238 Philosophy - PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex Consideration is given to the nature and history of romantic love and its relationship to sex. Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. PHI 241 History of Philosophy I: Ancient Creek Philosophy Central philosophical questions that concerned the Greek philosophers 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, from Thales to Plotinus. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) - Philosophy 239 PHI 260 Philosophy and the Arts Class discussion of philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of "work 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. PHI 300 Business Law and Ethics Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and principles underlying individual rights and responsibilities in business. PHI 343 History of Philosophy Ill: Early Modern and 19th-Century Philosophy The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kantk synthesis of rationalism and empiricism, and 19th century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). PHI 344 History of Philosophy IV: 20th-Century Philosophy A survey of major philosophical schools in the 20th century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of reality, the self, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 399 or one course in natural science) PHI 370 Existentialism Studies in the writings-both philosophical and literary-f prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) 240 Philosophy PHI 380 Ethics of Medicine and Health Care The course lays out some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343, 344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHI 299 Directed Study See description on page 94. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHI 499 Independent Study/Research See description on page 94. PHYSICAL EDUCATION See listing under Health and Physical Education. p hvsic~ts ' . are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography,biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments with some degree of comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Aughurg 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 Solid State Physics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Jasperson, Jeffrey Johnson, David Venne, J. Ambrose Wolf Physics Research Staff Jennifer Posch BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics 242 Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395,396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 1% Calculus I, I1 MAT 245,247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Elecmomagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory I1 PHY 486 Quantum Physics I One physics course above PHY 122 CHM lo6 or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, I1 MAT 245,247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics lo57 BACHELOR OF SCIENCE Physics Major with Concentration in Solid State Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 330 and PHY 430, and the omission of the elective physics course. Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.5 in physics and 3.3 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. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the freshman year, y durand MAT 245 and 247 (or p ~ 327) ing [he sop~omoreyear. - Physics 243 \ Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, I1 PHY 101 lntroductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lecturedaboratories. Prereq.: MPG 3. Fall, spring) SCI 106 lntroductory Meteorology A survey of the basic principles of Earth's weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 ) 244 Physics SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour 1aboratoryAectureperiods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modem physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) PHY 320 lntroduction to Space Science A survey of Earth's space environment including solar, planetary, magnetos- pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) - Physics 245 4 PHYIMAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of insmctor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 330 Thin Films: Preparation Techniques and Methods for Structural and Magnetic Characterization A study of the physics of thin (magnetic) films, covering the entire range from the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed, including Molecular Beam Epitaxy, Sputtering, Diffraction methods, Tunnel and Force Microscopy and various magnetometry methods. (Three one-hour lectures. Prereq.: PHY 245 and PHY 351. Spring) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics I1 Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace's and Poisson's equations, and electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory 1 (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modem physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) 246 Physics PHY 396 Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modem optics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245,351. Spring) Internships and Independent Study Courses: PHY 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHY 299 Directed Study See description on page 94. PHY 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. PHY 499 Independent StudyIResearch See description on page 94. Open to juniors and seniors with departmental approval. F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of cam. paigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Political Science Faculty Andrew Aoki (Chair), Milda Hedblom, William Monis, Norma Noonan, John Shockley,Joseph Underhill-Cady Political Science Major Ten courses: POL 158 PoliticakPatterns and Processes POL 483 PoliticaVStatistics/Methodology POL 484 Political Analysis Seminar Required elective--one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an - 248 Political Science honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specdic requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division course Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social StudiesCapstone 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. Political Science Areas (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. -- Political Science 249 I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing.) 250 Political Science POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) - Political Science 251 I POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the international relations sequence) IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. POLITICAL THEORY AND ANALYSIS POL 158 POL 282 POL 380 Political Patterns and Processes (See Section I1 for description.) Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at struggle to define Asian Americans. Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) 252 Political Science I POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory - POL 484 Origins and evolution of Marxist theory and movements, emphasizing Marxism as developed in Russia and China. Considers the political, social, and economic dimensions, and changing role of Marxist doctrines in society. (Prereq.: POL 158 or consent of instructor) Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the constmction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject rnatter. Internships and Independent Study Courses: POL 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 94. POL 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. POL 499 Independent StudyIResearch See description on page 94. P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum's emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industriaVorganizationa1psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg's active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty Bridget Robinson-Riegler (Chair), Grace Dyrud, Emily Hause, David Matz, Nancy Steblay, Sean Truman Major The major is 10.5" courses Foundations of Psychology (5.5 courses) PSY 105 Principles of Psychology PSY 215 Research Methods: Design, Procedure, and Analysis I PSY 315 Research Methods: Design, Procedure, and Analysis I1 PSY 360* Psychology Laboratory (.5) 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 (2 courses) PSY 399/396 Internship At least one course from the following: PSY 357 Behavioral Analysis PSY 359 Assessment PSY 263 Sports Psychology PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology Electives (3 courses in psychology) Majors are strongly encouraged to take more than the minimum10.5 required psychology courses; no more than 13 course credits can count for graduation. "For WEC students, PSY 360 is recommended, not required, hence the WEC major is 10 courses not 10.5 Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399/396, and 499 may be counted. 254 Psychology Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.0 in the major and 3.5 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299,399/396, and 499 may be counted. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 105, MPG 3, and sophomore status) Psy 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: Psy 105) Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) 256 Psychology PSY 295 Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 105) PSY 315 Research Methods: Design, Procedure, and Analysis II Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the term immediately following PSY 215. PSY 215 may be taken for one course credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher, ENG 111) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memoly, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 355 Biopsychology Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 357 Behavior Analysis Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 and junior standing) Psy 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent enrollment in a full credit upper-level course (designated courses will vary depending on the semester) and approval by the instructor are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 and junior standing) - Psychology 257 PSY 381 Historical Perspectives Focus on the'people in psychology's history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual histoly. (Prereq.: PSY 105 and junior standing, or consent of instructor) PSY 385 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215, or PSY 105 and junior standing) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 215 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or comparable course approved by instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 315 or consent of instructor) Internships and Independent Study Courses. PSY 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 94. (Prereq.: PSY 105) PSY 3991396 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Participation in a concurrent seminar is required. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. (Prereq.: PSY 315) PSY 499 Independent StudyIResearch See description on page 94. (Prereq.: PSY 315) 258 RELIGION, YOUTH AND - MINISTRY-REL, FAMILY YFM R eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from? What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. Religion Faculty Philip Quanbeck I1 (Chair), Janelle Bussert, Nancy Going, Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik mum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last ten years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the college REL 100 and 200 requirement; consult the registrar's office. Majors Advising The Religion Department offers two majors: Religion ( E L ) and Youth and Family Ministry (YFM). All majors must have an adviser in the department. Departmental Honors Prerequisites Religion 100 or 300 (for advanced transfer students) is prerequisite to all other courses. Graduation Requirements GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Courses designated REL and YFM are offered by the religion department. A maxi- Through the study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expres- Reliqion 259 sions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. A religion major encourages students to seek their future in the world andlor church through a sense of vocation, serving as pastors, associates in ministry, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. BACHELOR OF ARTS Religion Major REL 210 REL 495 Research Methods in Religion Religion Seminar Five additional electives Note: Seminar, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: At least two upper division courses must be taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counted toward the major or minor. One or two courses in Youth and Family Ministry (YFM) may count toward the religion major or minor. Eight courses including: REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300. REL 190 Christianiv and Contemporary Culture This introductory course will explore some of the biblical and theological resources that the Christian tradition brings to the dialogue with contemporary culture. The specific focus will vary; possible topics may include Christian perspectives on and responses to: political life, religious pluralism, global communities, consumerism, the media and the internet, ecological concerns, apocalyptic expectations, violence in society, health care issues, new age spiritualities, and others. NO PREREQUISITE. - 260 Religion REL 100 or 300 is a prerequisitefor all other religion courses. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students' own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100 and critical thinking entry level skill pass or GST 100) REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: ENG 111 and REL 200) REL 221 Biblical Studies The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. Not accepted for credit for students who have taken REL 301 or 302. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. REL 301 lnterpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modem Jewish and Christian communities. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 302 lnterpreting the New Testament Historical, literary, and theological interpretation of Paul's letters, the gospels, and other New Testament writings as persuasive literature for ancient and modem communities. REL 306 NonWestern Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 308 Psalms, Songs, and Religious Poetry A study of poetry from the Christian tradition and its interpretation, focusing on biblical psalms and poems, religious poetry, and Christian hymns and songs. Reliqion 261 REL 309 REL 313 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Environmental Theology and Ethics An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand's contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modem marriage and family relationships within the context of the faith and practice of the Christian church. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia semester program. REL 353 Denominations and Religious Croups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Theology of the Reformers , An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: ENG 111and REL 200 or 300) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. 262 Religion 7 REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociaVpolitica1 transformation. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and REL 100 or 300) REL 374 Science and Religion A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences. REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. REL 425 Christian Spiritual Practices A practical forum on "habits of the heart" that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, joumaling, and service to the poor. REL 435 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesusand His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. - Religion 263 REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: Critical thinking entry level skill pass or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: ENG 111and REL 200 or 300) REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 490 Topics in Religion Selected topics in religion. REL 495 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: ENG 111 and REL 210. Fall) Internships and Independent Study Courses: REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. Limited to special cases. REL 299 Directed Study See description on page 94. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. REL 499 Independent StudyIResearch See description on page 94. For religion majors only. See department listingfor a description of thefollowing approved elective: HIS 378 Medieval Church PHI 350 Philosophy of Religion SOC 360 Religion and Society =YOUTH AND FAMILY Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training. Students are accepted into the program through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about when and how to apply for candidacy. This major requires 150 hours of supervised contextual education (YFM 207) as preparation for a 150-hour internship (YFM 399) with a congregation or ministry organization. YFM majors are encouraged to plan class schedules to allow for either extending the internship experience for a full year, or completing the internship semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising. Youth and Family Ministry Major Eleven courses including Theology core: REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 495 Religion Seminar Youth and family ministry core: YFM 207 Contextual Education [required non-credit field experience] YFM 232 Peer Ministry: Principles and Leadership YFM 235 Basics in Youth and Family Ministry YFM 358 Life and Work of the Church or YFM 316 Church and Culture in Context YFM 399 Internship REL 343 Theology of Marriage and Family REL 425 Christian Spiritual Practices and three supporting courses SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 35 1 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor The minor consists of the following six courses REL 200 Christian Vocation and the Search for Meaning I1 or REL 300 Bible, Christian Theology, and Vocation YFM 235 Basics in Youth and Family Ministry YFM 232 Peer Ministry one Bible survey course from: REL 221 Biblical Studies REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament one upper division YFM course from: REL 343 Theology of Marriage and Family YFM 316 Church and Culture in Context YFM 358 Life and Work of the Church - Youth and Family ~ i n i s t e265 one formal, supervised field work experience: YFM 207 Contextual Education (noncredit requirement) YFM 399 Internship or field work with youth and families, supervised through another major and approved by the religion department youth and family ministry coordinator. YFM 207 Contextual Education (.O course) Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during 150 hours in an approved congregational setting. They discuss ministry issues with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two to three semesters. (Prereq.: Candidacy step #1) YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Basics in Youth and Family Ministry Development of youth and family ministry in the U.S. Conceptual models and basic skills for holistic approach to youth and family ministry in a congregation. YFM 316 Church and Culture in Context A study of culture and church life and the contemporary religious situation in another country. Emphasis will be on the role of congregations and families in both that country and the United States in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. Short term travel seminar, offered in the summer. YFM 358 Life and Work of the Church A study of the role of congregations and families in shaping and nurturing faith through Christian education and curriculum, youth and family ministry, and parish life. YFM 399 Internship Supervised practice of youth and family ministry during 150 hours in an approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2) YFM 499 Independent Study/Research See description on page 94. T his major, offered through the Associated Colleges of the Twin Cities (ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science. Courses are offered at Augsburg College, Hamline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda Paleczny-Zapp Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1, as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. ' - Russian, Central, and East European Studies 267 TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century REL 420 The Russian Orthodox Church TRACK 2 SOCIAL SCIENCES CONCENTRATION REL 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in CommunistPost Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. Since courses with similar content may not always have similar titles, students are strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one another: (Letters following course numbers designate location: H=Hamline; M=Macalester; C=St. Catherine; T=St. Thomas) See Nordic Area Studies. HIST 60 M State and Society in Tsarist Russia is equivalent to: HIST 337 H Modem Russia from the Empire to Revolution HIS 348 at Augsburg Russia and the Soviet Union in the 20th Century is equivalent to: HIST 333 T Eastem Europe, 1914 to the Present HIST 373 H The Heart of Europe: Central E\r Eastern Europe in the 20th Century HIST 351 C Russia: The Last of the Romanovs, Bolshevik Interlude, and the Russian Republic ECO 3 17 at Augsburg Comparative Economic Systems is equivalent to: ECON 25 M Comparative Economic Systems ECON 349 C Comparative Economic Systems ECON 349 T Comparative Economic Systems Faculty Advising Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. The current advisers are: Augsburg, Magda Paleczny-Zapp, 612-330-1761; Hamline, Karen Vogel, 651-523-2973; Macalester, Gary Krueger, 651-696-6222; and St. Thomas, Sr. Mary Shambour, 651-962-5164. s tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics HIS 220 America to 1815 or HIS 221 19th-Century United States or HIS 222 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields-economics, histoly, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor's degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. T he social work major prepares graduates for entry-level generalist practice in the field of social work. The baccalaureate social work program is accredited by the Council on Social Work Education and leads to a bachelor of science degree. Graduates are prepared to work with individuals, families, groups, organizations, and communities building on strengths, and to develop, analyze, and influence social policy. The mission of the department is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work (M.S.W.) degree on a weekend schedule. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. The Twin Cities area provides both a variety of field placements for social work students and extraordinary community resources for the classroom. The social, cultural, ethnic, and economic diversity in this metropolitan area enriches opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves. The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human services, global social welfare, and the methods of effective citizenship. Using this knowledge, students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and the central importance of diversity in the social fabric of our world. Social Work Faculty Anthony Bibus (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Annette Gerten, Barbara Lehmann, Rosemary Link, Sharon Patten, Curt Paulsen, Karen Robards (BSW Program Director), Nancy Rodenborg (BSW Field Coordinator), Glenda Dewbeny Rooney, Michael Schock, Maryann Syers (Field Education Coordinator) 270 Social Work - Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 11: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 419 The Social Worker as Professional and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Race, Class and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each core course and a 2.0 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. Candidacy Social work majors must be granted candidacy status before the beginning of the first practicum in the junior year. Certain 300- and 400-level courses list candidacy as a prerequisite. An application, written self-statement, reference letters, and the completion or planned enrollment in all core and supporting program courses below the 400 level are necessary to apply for candidacy Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: With Communities and Polices SOC 265 Race, Class and Gender and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Politics and Public Policy - Social Work 271 ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. SWK 257 Exploring Human Services This experiential learning course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 40 hours of work in a human service agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups. SWK 260 Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 301 History and the Analysis of Social Policy This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs and the contribution of social workers historically will be explored. (Prereq.: junior standing or consent of instructor) SWK 406 Social Work Practice Ill: With Communities and Policies This course focuses on social change through community organization and influencing policies. Students build an understanding of communities, human service agencies, and policy practice in the local community. (Prereq.: senior standing or consent of instructor) COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 306 Social Work Practice I: With Individuals This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in the day program, and junior standing) SWK 307 Field Work I: Integrative Seminar Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (Concurrent with SWK 301 in day program and SWK 306 in day and WEC. P/N grading only) - 272 Social Work SWK 316 Social Work Practice II: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in group and family work. (Prereq.: SWK 306, SWK 307, and candidacy status) SWK 317 Field Work II: lntegrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5 course) This is the first part of a sequence introducing students to basic research methods that social workers commonly use in their practice. Students learn not only to become knowledgeable consumers of social work research but also to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods. SWK 403 Research II: Evaluation of Social Work Practice and Programs (.5 course) This is the second part of a sequence in which students learn to use evidence in evaluating whether their practice and programs are helping or harming clients. Since these courses cover the graduation skill of Quantitative Reasoning, students learn to apply techniques of statistics and data analysis in research and evaluation. (Prereq.: SWK 402 and MPG 3) SWK 407 Field Work Ill: lntegrative Seminar Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 41 7 Field Work IV: lntegrative Seminar Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 419 The Social Worker as Professional This course reviews professional ethical practice, organizational analysis, strategies for agency change, and client empowerment, and social work career planning. (Prereq.: Senior and candidacy status) - Social Work 273 Internships and lndependent Study Courses: SWK 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 94. SWK 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SWK 499 lndependent StudyIResearch See description on page 94. s ociology is the study of society as a whole and i f human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as l a y the ministry, social work, urban planning, and human services. Sociology Faculty James Vela-McConnell (Chair), Eric Buffalohead, Lars Christiansen, Gany Hesser, Michael O'Neal, Diane Pike, Tim Pippert Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Organizational Theory SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Sociological Theory SOC 490 Senior Seminar and three additional sociology courses. Note: SOC 399 is highly recommended. Majors must have a 2.0 or better in each required course to receive credit in the major. Concentration in Community Studies This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. In addition to the seven core courses, students are required to take four additional courses: SOC 211, SOC 381, SOC 399 and one additional elective. See Gany Hesser for advising and visit the department Web site for details. Concentration in Crime and Deviance Students interested in community crime prevention as well as the traditional aspects of criminal justice-courts, prisons, probation, and law-will be served by this concentration in the major. Additional courses required for the concentration include: SOC 265, SOC 277, a deviance course, PSY 335, and an upper division Internship approved by the department. See Diane Pike for advising and visit the department Web site for details. - Sociology 275 Concentration in Cultural Anthropology This concentration offers sociology majors an opportunity to examine and develop the methods and theoretical perspectives used by cultural anthropologists to study and understand the dynamics of culture. To complete the concentration, the sociology major must complete five additional courses beyond the seven core courses. Two of those courses must be SOC 241 and SOC 499. The remaining three courses must be selected one each from three course groupings: World Cultures, Anthropological Research, and Theoretical Perspectives. See Eric Buffalohead for advising and visit the department Web site for details. Concentration in Organizational Analysis and Development A course of study designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their ~ersonalcareer and professional goals. Courses required beyond the core major requirements are: Work and Society (SOC 222), a practicum in Advanced Organizational Analysis and Development, and three courses in related fields-one from BUS 242 or ECO 113, one from PSY 373 or BUS 340, and one from SPC 345 or SPC 410. See Lars Christiansen for advising and visit the department Web site for details. Concentration in Social Psychology The intent of the social psychology concentration is to provide sociology andlor psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in l a y consulting, research, and social policy, as well as many other areas. In addition to the seven required sociology major courses, students must take: PSY 105, PSY 325, SOC 399, and PSY 491. See James Vela-McConnell for advising and visit the department Web site for details. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of 276 Sociology the junior year. Successful completion of departmental honors in sociology automatically qualifies the student for graduation with distinction from the college. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.0 GPA in courses counting toward the minor. SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 222 Work and Society Through a sociological analysis of the social and technical organization of work in capitalist society, this course explores the various meanings of work, the work ethic, the functions and schools of management, social relations at work, and the character of past and contemporary occupations and industries. SOC 231 Family Systems: A Cross-Cultural Perspective 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 modem cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What conditions are necessary for the formation of social movements? Why and how do social movements emerge, and decline? Is violence a legitimate strategy of social change? What impacts do social movements have on social institutions, the state, culture, and even personal identity? The purpose of this course is to explore these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (Prereq: SOC 121 or consent of instructor) - Sociology 277 SOC 241 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality--receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy (Fall) SOC 290 Cultures of Violence What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on rotating schedule) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 349 Organizational Theory What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis--be it in an academic joumal or a daily newspaper. (Prereq.: MPG 3. Fall) - 278 Sociology SOC 363 Research Methods Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and field research in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: Soc 121 or consent of instructor) SOC 410 Practicum in Organizational Analysis and Development In this course students and the professor work together-as a team-to discuss readings, to visit and analyze local organizations, and work on a project with a community partner. We will explore organizational theory through classic, pathbreaking, and contemporary readings in the fields of the sociology of organizations and organizational theory, discuss those ideas in their own terms, in relation to other theories, and in application to our experiences with local organizations. (Prereq: SOC 222 and SOC 349) SOC 485 Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 490 Senior Seminar This capstone 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. Seniors only. (Spring) - Sociology 279 Internships and Independent Study Courses: SOC 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SOC 299 Directed Study See description on page 94. SOC 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. SOC 498 lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211-andlor consent of instructor. Fall, spring) SOC 499 lndependent StudyIResearch See description on page 94. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modem Languages. T he study of theatre is firmly grounded in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speech/communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modem, contemporary, and multicultural theatre. ~ - Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theame professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, edu- cation, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as communication arts, art, English, education, music, or religion. Theatre Arts Faculty Martha Johnson (Chair), Julie Bolton, Michael Burden, Darcey Engen, Sandra Schulte BACHELOR OF ARTS Theatre Arts Major Ten THR courses-eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Eight core courses: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Ten theatre practicum units distributed as follows: 1-5 practicum units in the performance area from THP 111 or THP 118; 4-8 racticum units in the production area rom THP 112, THP 113, THP 114, THP 115 or THP 116; 1-2 practicum units in he artistic area from THP 117, THP 119 or THP 120. Please note that all theatre practicum ourses count as one theatre practicum unit except for THP 116, Stage Management (three practicum units) and THP 115 Assistant Stage Managements two practicum units), because of the xceptional time requirement of these two practicum areas. The following cross listed and capstone courses are encouraged, but not required: THRMUS 235 Skills of Music Theatre THRIENG 325 Playwriting THR 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 or 005 is recommended to fulfill one of the lifetime sports requirements. Students may take a maximum of 13 credits in the major. Unless you are a transfer student, all eight core courses must be taken at Augsburg; therefore, careful, early planning is required. Freshmen planning to major in theatre a r t s should begin with courses THR 226, 222, 232; sophomores: THR 228, 245,361, 362; juniors: THR 325,328,350,360,361, 365; seniors THR 365, 366. Note: Some courses are offered alternate years only Majors must participate in two out of 5ree dramatic productions every year. jtudents must maintain an overall 2.0 GPA :o have major participation in productions. - - Theatre Arts 281 Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors can&dates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Transfers: Transfer students are required to take a minimum of three Augsburg upper division theatre arts courses. Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five theatre practicum units including THP 111plus four theatre practicum units fiom THP 112,113, 114,115, or 116. See note above about THP 115/116. Film Major and Minor See a description and requirements for the film major and minor in the Communication Studies section of the catalog. 282 Theatre Arts Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism 11 A directed studies course in dramaturgy or theatre criticism or theatre history Dance and Theatre Teacher Licensure Major This major, combined with secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and dance in public schools and allows them to become certified to teach at the elementary through the secondary level. The major is limited to licensure for teachers of dance and theatre arts with a theatre specialization and does not include licensure with dance specialization. All theatre courses are taught in day program only. Recommendation for teacher licensure is granted only to students who complete the requirements for this major with a minimum grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA of 2.5 in the major. All theatre requirements must be completed prior to student teaching. For additional education requirements, see the secondary education section of this catalog and consult with the education department. 11required theatre (THR) courses (nonpracticum) : THR 116 Creative Drama: Acting and Improvisation THR 222' Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 2952 Topics: Modem Dance, Improvisation and Choreography THWENG 325 Playwriting THR 328 Theatre Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction Five total practicum units: THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115, 116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120. Also required: ESE 320 Special Methods in Teaching Theatre and Dance For secondary education licensure coursework, see the secondary education section of this catalog and consult with the education department. 'THR 222 is linked to an AUG SEM course, but may be taken separately THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to Dance and THR/HPE 005, Modem Dance and Improvisation (non-credit Lifetime Sports classes) or an approved ACTC dance course or consent of instructor. One recommended, but not required, theatre course: THRMUS 235 Skills of Music Theatre - Theatre Arts 283 THRIHPE 002 Lifetime Sports-Introduction to Dance (.O course) This course offers an o v e ~ e w of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modem dance. THRIHPE 005 Lifetime Sports-Modern (.O course) Dance and lmprovisation Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and lmprovisation A study of theatrical movement, voice, mime, mask, improvisation, acting with an emphasis on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content. This course is primarily designed for non-majors and does not fulfill credit toward the theatre arts major. THRICOM 216 lntroduction to 16 mm Film This course demonstrates the basics of 16 mm. filmmaking. The student will make short films that demonstrate the art and process of shooting in BIW. THR 222 Introduction to Theatre An introduction to dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 226 Movement for the Theatre This course will explore principles of movement used in the art of acting. The goal will be to improve the actor's physical energy, concentration, balance, control, clarity timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR 228 lntroduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, magic, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the Theatre ~ lab requireDeparment's fall production. Open to all students. F O hour ment. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama. Students attend and review local professional productions. (Prereq.: Theatre major or consent of instructor. Spring, 284 Theatre Arts THRIMUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student's basic skills of music-theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) THR/ENC 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111and one literature course. ENG 226 also recommended. Alternate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute three design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty hour lab required, materials needed. (prereq.: THR 228 or junior status. Spring) THR 333 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate years. Prereq: THR 232 THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of narrative verse and dialogue forms of drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENG 111. Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the clas- sical Greek through the Italian Renaissance period. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111. Fall: alternate years) - - Theatre Arts 285 THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Italian Renaissance through the contemporary theatres. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance de&inds of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare,French neoclassicism, Restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq: THR 222 and THR 232 and 362 or consent of instructor. Fall or Spring) THR 366 Stage Direction The goal of the course is to understand and master basic principles and skills of stage direction: directing concepts, stage techniques, terminologies, script analyses; audition, casting, and rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. (Prereq.: THR 362, or consent of instructor. Spring, alternate years) THRISPC 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema's larger societal value and impact. Prereq: ENG 241 and JR/SR standing THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. THR 299 Directed Study See description on page 94. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. THR 499 Independent StudyIResearch See description on page 94. - 286 Theatre Arts THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts majorlminor and the dance-theatre licensure major. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: Consent of instructor Supervision by theatre faculty A minimum of 40 hours of assessed participation by the student Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the registrar's office Please note: All majors will complete at least one THP unit in costumes. THP courses may be repeated. Crew work required for classes/coursework does not count towards practicum. Work-study hours do not count towards practicum. Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Six practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. THP 11111211131 Theatre Practicum: ActingIPerformance 1 Practicum unit (.O course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dancdlicensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). THP 11211221132 Theatre Practicum: House Management 1 Practicum unit (.O course) Substantial participation (30 hour minimum) in house management, ushering, or box office. THP 113/123/133 Theatre Practicum: Set, Lights, Costumes 1 Practicum unit (.O course) Set or costume building, light hanging, for main stage production. - Theatre Arts 287 THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.O course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Pradicum: Assistant Stage Management 2 Practicum units (-0 course) Assistant stage management for main stage production. THP 11611261136 Theatre Practicum: Stage Management 3 Practicum units (.O course) Stage management for main stage production. THP 117112711371147 Theatre Practicum: Artistic Assistance 1 Practicum unit (.O course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production). THP 118 Theatre Practicum: Senior Acting Recital 1 Practicum unit (.O course) Must be taken with THR 499. THP 119 Theatre Practicum: Senior Design Project 1 Practicum unit (.O course) Must be taken with THR 499. A senior design project may be done in the area of scenery or lights in collaboration with another student's Senior Directing Project if the student cames the design project out as a THR 4991THP 119 combination. THP 120 Theatre Practicum: Senior Directing Project 1 Practicum unit (.O course) Must be taken with THR 499. URBAN STUDIES See Metro-Urban Studies. T he Women's Studies Program provides students with the opportunity to examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women's experiences. The Women's studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women's Studies Faculty Cass Dalglish (Coordinator), Kristin M. Anderson, Janelle Bussert, Candyce Clayton, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Doug Green, Milda Hedblom, Sophia Jacobsen, Barbara Lehmann, Lynne Lorenzen, Anita Lutterman-Aguilar, Elise Marubbio, Kathleen McBride, Norma Noonan,Michael O'Neal, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson,James Vela-McConnell Major Ten courses that must include WST 201 Foundations in Women's Studies, a midlevel course in feminist theory or feminist philosophy selected from an approved list, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women's studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women's studies program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg's Center for Global Education. Two programs have been pre-approved for women's study credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Social and Environmental Justice: Latin American Perspectives (offered spring semester). Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written -- Women's Studies 289 approval of the women's studies program coordinator. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in women's studies are urged to consult with the director of women's studies immediately upon transfer. The Women's studies program has an articulation agreement with Century College that governs Century College students with a women's studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of women's studies for approval of courses for the major or minor. WST 201 Foundations in Women's Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. INS 233 Women: A Cross-Cultural Perspective Thii course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society Emphasis will be placed on the comparative roles of women in different cultures. WST 281 Topics in Women's Studies WST 305 Issues in Cay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course includes guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, including an immersion experience outside of class time. Required experiential education fee. Prerequisites:WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social and EnvironmentalJustice: Latin American Perspectives) INS 320 American Indian Women (See American Indian Studies for course description.) WST 341 Environmental Politics (CGE Course. See International Studies, Social and Environmental Justice:Latin American Perspectives.) 290 Women's Studies I WST 355 Cultural Conflict and Change in Latin America (CGE Course. See International Studies, Social and Environmental Justice: Latin American Perspectives.) WST 359 Women, Gender and Social Change in Mesoamerica (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 481 Topics in Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors. 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. Internships and Independent Study Courses (Must be approved in writing by the women's studies coordinator): WST 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. WST 299 Directed Study See description on page 94. WST 399 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 93. WST 499 Independent StudyIResearch See description on page 94. - Women's Studies 291 See department listings for descriptions of the following approved electives: ART 352 Women and Art ENC 236 o r 436 Women and Fiction ENC 361 Modern Fiction ENC 480 Criticism and Theory HIS 282 History of Women Since 1850 HIS 311 Topics in Women's History HPE 316 Human Sexuality POL 124 American Women and Politics POL 421 Topics in American Politics POL 459 Topics in Comparative Politics PSY 371 Psychology o f Gender SOC 231 Family Systems SOC 265 Gender, Race, and Ethnicity REL 441 Feminism and Christianity See listing under Religion. Board of Regents - 294 ELCA, Division for Education - 295 Faculty and Administration - 296 Officers - 296 Administration - 296 Faculty - 298 Faculty Emeriti - 315 Campus Maps - 318,319 Chair Jean M. Taylor '85 Secretary Tracy Lynn Elftmann '81 Vice Chair H. Theodore Grindall76 Treasurer Joan L. Volz '68 The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Dan W. Anderson '65 (2009) President, Swenson Anderson Financial Group, Minneapolis, MN Rev. Craig Johnson (2005) Bishop, Minneapolis Area Synod, Minneapolis, MN *Gary E. Benson '70 (2008) Directing Pastor, Zumbro Lutheran Church, Rochester, MN *KinneyJohnson '65 (2008) Partner, Sequel Venture Partners, Boulder, Rev. Robert Berg (2005) Bishop, Northwest Synod of Wisconsin, Rice Lake, WI *Ruth E. Johnson '74 (2006) Assistant Professor of Medicine, Mayo Clinic; Mayo Breast Clinic, Rochester, MN *Jackie Cherryhomes '76 (2004) Government Relations Consultant, Cherryhomes-Tyler LLC, Minneapolis, MN Gloria C. Lewis (2005) Director, Office of Minority and Multicultural Health, Minnesota Department of Health, St. Paul, MN *Tracy Lynn Elftmann '81 (2008) President, Customized Employer Solutions, LCC, Minneapolis, MN William V Frame (2006) President, Augsburg College, Minneapolis, MN Michael 0.Freeman (2006) Attorney, Lindquist & Vennum, Minneapolis, MN *Michael R. Good '71 (2007) President and CEO Sotheby's International Realty *H. Theodore Grindal'76 (2008) Attorneypartner, Lockridge Grindal Nauen P.L.L.P., Minneapolis, MN James E. Haglund (2006) PresidentIOwner, Central Container Corporation, Brooklyn Park, MN Beverly Thompson Hatlen (2005) Founder and Board Chair, Minnesota Life College, Richfield, MN co Jennifer H. Martin (2007) Senior Vice President Corporate Administration, Thrivent Financial for Lutherans, Minneapolis, MN *Julie R. Nelson '83 (2008) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, MN "Ronald G. Nelson '68 (2008) Vice President and Controller, 3M Company, St. Paul, MN *Glen E. Person '47 (2005) Retired Businessman, Eden Prairie, MN Wayne Popham (2006) Attorney, Popham Law Office, Minneapolis, MN - Board of Regents 295 Glen J. Skovholt (2006) President, Government & Community Strategies, St. Paul, MN Marshall S. Stanton (2009) Vice President and CRM Medical Director, Medtronic, Minneapolis, MN *Philip Styrlund '79 (2006) President, The Summit Group, Apple Valley, MN Emily Anne Tuttle (2009) Retired, Wayzata, MN Sandra L. Vargas (2008) County Administrator, Hennepin County, Minneapolis, MN *Joan L. Volz '68 (2006) Attorney, Welch, MN *Jean M. Taylor '85 (2006) President, Taylor Corporation, Eagan, MN *F! Dawn Taylor '78 (2008) Chief Operating Officer, Silver Glade Properties LLC, Des Moines, LA DIVISION FOR HIGHER EDUCATIONAND SCHOOLS THEEVANGELICALLUTHERAN CHURCH IN AMERICA (ELCA) Chair, Board of Directors Dr. Rod Schofield Director for Colleges and Universities Dr. Arne Selbyg Secretary, Board of Directors Rev. Linda J. Kraft Asst. Director for Colleges and Universities Vacant Executive Director Leonard G. Schulze 296 AUGSBURG COLLEGE FACULTYAND - Beginning year of service offaculty is indicated with parenthesis. Officers of the College William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certified Public Accountant. Christopher W. Kirnball (1991). Vice President for Academic and Student Affairs and Dean of the College. Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community Relations. B.A., Metropolitan State University; M.P.A., John E Kennedy School of Government, Harvard University; M.A., Hamline University. Thomas E Morgan (1983). Vice President for Enrollment and Market Development. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; MS., University of Oregon; Ph.D., University of Minnesota. Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A., Hamline University. Administration Leif Anderson (1996). Chief Information Officer and Director of Information Technology. B.A., University of Minnesota. Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato State University; M.P.A., John E Kennedy School of Government, Harvard University. Trena Bolden (2002). Director, Pan-Afrikan Center. B.A., Augsburg College. Carrie Carroll (1997). Director of Admissions, Adult Programs. B.A., Hamline University. Peggy M. Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Emiliano Chagil (2000). Director, Hispanichtino Student Services. M.A., St. Paul Seminary School of Divinity - University of St. Thomas. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. David Fenrick (2003). Program Coordinator and Faculty Liaison, Center for Global Education. B.A., Gordon College; M.A., Luther Seminary; M.Div., Wesley Seminary. Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. - Augsburg College Administration 297 Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Herald A. Johnson (1968). Assistant Vice President for Enrollment and Market Development. B.A., Augsburg College. Daniel F. Jorgensen (2000). Director, Public Relations. Instructor, part-time, English. B.A., M.S., South Dakota State University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon. Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University. John I! Knight, Sr. (1999). Director, Development. B.A., Bethel College; M.P.A., The George Washington University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Janeen McAllister (2001). Program Director, International Travel Seminars, Center for Global Education. B.A., Macalester College, M.A., University of Minnesota. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of Minnesota. Patrice Salrneri (2002). Director, StepUP Program. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of Texas. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. 298 Augsburg College Faculty Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Amy L. Sutton (2002). Director, AlumniRarent Relations. B.S., M.S., South Dakota State University. Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College. Paul L. Temo (1990). Director, Financial Aid. B.A., Augsburg College. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St. Olaf College; Ph.D., University of Minnesota. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part-time, Theatre Arts. B.S., University of Wisconsin-Madison. Beth J. Alexander (2000). Assistant Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Phillip A. Alioto (2004). Instructor, part-time, Business Administration. B.S., Marquette University; M.B.A., Northland University; Ph.D., California Coast University Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. Nancy M. Atwater (2004). Instructor, part-time, Business Administration. B.S., Iowa State University: M.A.M., College of St. Scholastica. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. - Augsburg College Faculty 299 Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University Matthew C. Barber (1992). Studio ArtistPercussion, part-time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. Carol E. Barnett (2000). Studio ArtistfComposition, part-time, Music. B.A., M.A., University of Minnesota. Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College; M.A., University of Minnesota. Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; MIA., University of Minnesota. Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies. A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S., University of Nebraska. Michele R. Braley (2002). Instructor, part-time, Social Work. B.A., Oberlin College; M.S.W., Augsburg College. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota. Jacquylynn Brickman (2003). Instructor, part-time, Education. B.A., Augsburg College; M.Ed., St. Mary's University. Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. 300 Augsburg College Faculty Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., MS., Florida State University. Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian Studies. B.A., M.A., A.B.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University of Minnesota. Janelle M. Bussert (1994). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part-time, Modem Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Peggy M. Cemto (1991). Instructor, part-time, Business Administration. Director of Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W , University of Minnesota. Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; M.EA., Minneapolis College of Art and Design. Anthony J. Clapp (2001). Instructor, part-time, Physician Assistant Studies. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. - Augsburg College Faculty 301 Thomas S. Conroy (2002). Instructor, part-time, Psychology. A.A., Minneapolis Community College; B.A., Northeastern Illinois University; M.Ed., University of Minnesota. Teresa A. Cook (2000). Instructor, part-time, General Studies. B.A., University of Minnesota; M.A.L., Augsburg College. Nicholas A. Coult (2000). Associate Professor of Mathematics. B.A., Carleton College; M.S., Ph.D., University of Colorado. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. D David S. Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A., University of Wisconsin-Madison. Liv Dahl (2003). Instructor, part-time, Modem Languages. B.A., M.A., University of Minnesota. Marvin D. Dahlgren (2002). Studio Atist/Percussion, part-time, Music. B.A., MacPhail School of Music. Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; M.EA., Vermont College; Ph.D., The Union Institute. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.EA., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastrnan School of Music. Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; PA., Bowman Gray School of Medicine. Jacqueline R. devries (1994). Associate Professor of History. Director of A.C.T.C. Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Michael L. Douglas (2003). Medical Director, Assistant Professor, part-time, Physician Assistant Studies. B.S., Vanderbilt University; M.D., Quillen College of Medicine of East Tennessee State University. -Augsburg College Faculty 302 Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Elizabeth B. Eicher (2003). Instructor, part-time, Education. B.S., M.Ed., University of Minnesota. Wesley B. Ellenwood (2002). Instructor, part-time, Theatre Arts. B.A., University of Minnesota; M.EA., Syracuse University. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College; M.EA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist~Trumpet,part-time, Music. B.A., Bethel College; M.EA., D .M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio ArtistIPiano, part-time, Music. B.EA., B.A., Central Michigan University; M.M., University of Minnesota. Kevin G. Ewert (2002). Assistant Professor of Computer ScienceMIS. B.S., North Dakota State University; M.A., M.S., Saint Mary's University-Rochester; A.B.D., Nova Southeastern University. F Barbara Edwards Farley (2000). Associate Dean for Faculty Affairs. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Edith E. Ferber (2003). Instructor, part-time, Education. B.A., M.A.T., Indiana University. Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of Montana. - Augsburg College Faculty 303 Gordon R. Flanders (2003). Instructor, part-time, Business Administration. B.A., Augsburg College; M.B.A., University of Minnesota. Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Michael 0.Freeman (2002). Instructor, part-time, Political Science. B.A., Rutgers College; J.D., University of Minnesota. Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Bennet B. Fuller (2004). Instructor, part-time, Center for Global Education. B.A., Southeastern Massachusetts University; Ph.D., Boston University. C Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Ann L. Gamey (1998). Associate Dean for Student Affairs. Instructor, part-time, Business Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Merry Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N., Anoka Rarnsey Community College; B.S., Metropolitan State University; M.S., University of Colorado. Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Nancy Schmidt Going (2001). Assistant Professor of Religion. B.A., Valparaiso University; M.A., Covenant Seminary. Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The University of Minnesota. John C. Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A., Ph.D., University of Iowa. - 304 Augsburg College Faculty Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Education and Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. G r i f f i (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University Lyle M. Griner (1996). Instructor, part-time, Religion. B.A., University of Northem Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Susan M. Hageness (2002). Adjunct Instructor of Nursing. B.S., St. Olaf College; M.A., Saint Mary's University. Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Curtis W. Hammond (2003). Instructor, part-time, Health and Physical Education. B.S., M.S., University of Oklahoma. Alyssa N. Hanson (2003). Instructor, part-time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College, Moorhead; M.P.H., M.S., University of Minnesota. John U. Harkness (2001). Instructor of English. B.A., University of Minnesota; Ph.D., Harvard University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. - Augsburg college Faculty 305 Gany W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Stella K Hofrenning (2000). Assistant Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Bradley I! Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Mary A. Hunt (2000). Studio Artisfliano Accompaniment, part-time, Music. B.A., Fort Wright College of the Holy Names; M.M., Boston University; D.M.A., University of Wisconsin-Madison. Lisa L. Hyland (2003). Instructor, part-time, Education. B.S., M.S., University of Wisconsin-River Falls. I Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; MS., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part-time, History. B.A., University of Wisconsin, Lacrosse; M.A., University of Nebraska. Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.M!, University of Michigan. I Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. James A. Jacobson (2002). Studio Artist/Cello, part-time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A., Ed.D., Hamline University. Ronald L. Jacobson (2002). Instructor, part-time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Instructor, part-time, Sociology (American Indian Studies). B.A., Metropolitan State University; M.A., University of St. Thomas. Kia M.G. James (2003). Instructor, part-time, Nursing. B.A., B.S.N., St. Olaf College; M.PH., Ed.D., University of Minnesota. 306 Augsburg College Faculty William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Eric R. Johnson (2003). Instructor, part-time, Computer Science. B.A., Amherst College; M.S., Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel E Jorgensen (2002). Director, Public Relations. Instructor, part-time, English. B.A., M.S., South Dakota State University K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic Institute. Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaulinan (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mary Beth Kelley (2004). Instructor, part-time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard School; M.M., University of Arizona. Christopher W. Kimball (1991). Vice President for Academic and Student Affairs and Dean of the College. Associate Professor of History B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newbeny College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. - Augsburg college Faculty 307 Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State University; M.S., Mankato State University; Ed.D., University of St. Thomas. Margaret A. Knutson (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., Hamline University. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Richard J. Kramer (2003). Instructor, part-time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Heidi M. Kreutzer (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Gregory l? Krueger (2000). Instructor, part-time, Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. VelrnaJ. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership and Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Edward Bok Lee (2002). Instructor, part-time, Communication Studies. B.A., University of Minnesota; M.EA., Brown University. Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio ArtistlFrench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Karoline M. Lewis (2003). Instructor, part-time, Religion. B.A., Northwestern University; M.Div., Luther Seminary; A.B.D., Emory University. Teny L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A.S., Siena Heights College; M.P.A.S., University of Nebraska. Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. L h k (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Sarah F! Lockwood (2002). Studio ArtistPiano Accompaniment, part-time, Music. B.M., DePauw University; M.M., University of Minnesota. 308 Augsburg College Faculty Lori L. Lohrnan (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Michael S. Lotti (2003). Instructor, part-time, Business Administration/Philosophy B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., PA. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven P. Lund (1982). Studio Artist~Trombone,part-time, Music. B.S., University of Minnesota. Ann L. Lutteman-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. M Paula S. Martin (2000). Instructor, part-time, Education. B.S., University of Maine; M.Ed., Framingham State College. M. Elise Marubbio (2003). Assistant Professor of English (American Indian Studies). B.EA., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Craig D. Maus (2002). Instructor, part-time, Business Administration. A.A., North Hennepin Community College; B.S., Mankato State University; M.B.A., University of St. Thomas. Ioanna Mavrea (2003). Assistant Professor of Mathematics. B.A., Glassboro State College; MS., Ph.D., University of Connecticut. Paul K. McAlister (2001). Instructor, part-time, Philosophy B.A., Minnesota Bible College; M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; MIA., University of Miami-Coral Gables. Carol T. McCoy (2003). Adjunct Faculty Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Michael J. McIlhon (2000). Instructor, part-time, Economics. B.B.A., M.A., University of Iowa. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University Kirsten A. S. Mebust (2004). Instructor, part-time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood College; M.A., Tulane University. - Augsburg College Faculty 309 Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California State University; M.A., Califomia State University-Northridge. Karen Coe Miller (1998). Instructor, part-time, Theatre Arts. B.A., Macalester College. Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. Cassandra M. Moe (2002). Instructor, part-time, Biology. B.S., University of Minnesota; Ph.D., University of Maryland. James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of Minnesota. Patsy H. Mogush (2003). Instructor, part-time, Education. B.A., B.S., University of Minnesota; M.A., University of St. Thomas; Ph.D., University of Minnesota. John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Sheila M. Moriarty (2002). Instructor, part-time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. 0 Celeste M. O'Brien (1975). Studio ArtistRiano, part-time, Music. B.A., Hamline University. Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G . Olson (2001). Instructor, part-time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A., Augsburg College. 310 Augsburg College Faculty Shawn A. Osell (2002). Instructor, part-time, Economics. B.A., University of MinnesotaDuluth; M.A., Mankato State University Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin - Eau Claire; M.M., Eastrnan School of Music. P Stephen A. Pacholl (2001). Instructor, part-time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part-time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G . Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Michael F. Pattison (2003). Instructor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part-time, Education. B.A., St. Olaf College; M.A., St. Mary's University Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. Cvetanka T. Perovic (2003). Instructor, part-time, Modem Languages. B.A., University Ciril and Metodi; M.A., University of Minnesota. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. - Augsburg College Faculty 311 Q Philip A. Quanbeck I1 (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Christopher Karstens Randall (2004). Instructor, part-time, Psychology (Capella University). A.B., Wabash College; M.S., Ph.D., University of Kentucky Karl P.Raschke (1999). Instructor, part-time, Art. B.A., M.EA., University of Minnesota. 0. Nicholas Raths (1988). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A., Ph.D., Northwestern University Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College. Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of Wisconsin-Lacrosse; M.S., Winona State University. Karen J. Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W., Ph.D., Washington University. M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University Glenda Dewbeny Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. James M. Russell (2003). Instructor, part-time, Political Science. B.A., M.A., Drake University. Barry D. Rutman (2000). Instructor, part-time, Business Administration. M.A., Montclair State University. s Cynthia D. Sautter (2002). Instructor, part-time, Religion. B.A., Gustavus Adolphus College; M.Div., United Theological Seminary; Ph.D., The Graduate Theological Union. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part-time, Theatre Arts. B.A., M.A., M I A , University of Minnesota. 31 2 Augsburg College Faculty David G . Schwain (1995). Assistant Professor of Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Came B. Senske (2000). Instructor, part-time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part-time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Visiting Professor, part-time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. Trygve R. Skaar (2000). Studio Artist/, part-time, Music. Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College; M.A., Saint Mary's College. Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State University. Alyssa E. Snyder (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Lisa K. Sperling (2003). Instructor, part-time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John I! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern Colorado; M.S., Mankato State University - Augsburg College Faculty 313 Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Theresa A. Stoller (2003). Instructor, part-time, Business Administration. B.A., Augsburg College. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part-time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-Lacrosse. Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State University; MS., North Carolina State University; Ph.D., Cornell University. Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S., University of Minnesota; PA. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Michael D. Thompson (2002). Instructor, part-time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Andrew P. Tix (2001). Assistant Professor of Psychology. B.S., University of Wisconsin, Madison; Ph.D., University of Minnesota. Robert K. Tom (2002). Assistant Professor, part-time, Art. B.EA., University of Hawaii; M.EA., Temple University. Beth M. Torstenson (2003). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of Minnesota. Diane Townsend-Anderson (2003). Instructor, part-time, Business Administration. B.A., University of Minnesota; J.D., Hamline University. Phala Tracy (2003). Studio ArtistIHarp, part-time, Music. B.M., Oberlin Conservatory of Music; MIA., California Institute of the Arts. Daniel 0.Trainer, IV (1999). Instructor, part-time, Modem Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Sean D. Truman (2002). Assistant Professor of Psychology. B.A., Reed College; M.A., Ph.D., University of Connecticut. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. 314 Augsburg College Faculty - U-v Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, part-time, Modem Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine;M.A., Ph.D., University of Minnesota. W Andrew Ward (2001). Instructor, part-time, Business Administration/Philosophy B.A., Luther College; M.A., Ph.D., University of Kansas. Martha A. (Cary) Waterrnan (1991). Instructor, part-time, English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Luann Watson (2003). Instructor, part-time, Nursing. A.A., Normandale Community College; B.S., M.A.L., Augsburg College. David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary; M.A., University of Notre Dame. Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; MS., Syracuse University. . Thomas R. Westbrook (2002). Instructor, part-time, Art. B.A., M.Arch., University of Minnesota. Dale A. Weston (2001). Instructor, part-time, Sociology, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Susan L. Williams (2002). Instructor, part-time, English. B.A., M.A., A.B.D., University of Minnesota. J. Ambrose Wolf (1999). Associate Professor of Physics. B.S., M.S., University of Muenster; Ph.D., University of Cologne and KFA-Julich, Germany. Timothy D. Wrenn (2002). Instructor, part-time, Computer Science. B.S., South Dakota State University; M.S., Mankato State University. - Faculty Emeriti 315 Angela J. Wyatt (1981). Studio ArtistlSaxophone and Clarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin ~ o l i e ~M.B.A., e; Western ~ i c h i ~ University. an X-Y-z John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin; M.S.W., Loyola University. Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer College; M.S., University of Utah. Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. 316 Faculty Emeriti Beverly C . Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. J e n y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.EA., University of Iowa. John R. Holum. Professor Emeritus of Chemistry B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlen. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CalifomiaBerkeley. Marie 0.McNeff. Professor Emerita of EducationDean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C . Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C . Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C . Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. - Faculty Emeriti 31 7 Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Grace K. Sulerud. Professor Emerita, Library. BB.A.,Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.EA., University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; PbD., Cornell University Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of Pennsylvania. 21sl Ave S 20th Ave. S. Iu, I 4 MINNEAPOLIS - , ST. PAUL ) DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 22nd Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 22nd Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion i s a bona tide occupational qualification. Augsburg College is committed to providing reasonable accommodationsto its employees and its students. A About Augsburg 10, 18 Academic and Achievement Scholarships 32 Academic Advising 56 Academic Calendar 4-7, 54 Academic Divisions 5 6 Academic Excellence Scholarships 32 Academic Information 53 Academic Internships 67 Academic Policies and Procedures 70 Academic Progress, Probation and Dismissal 87 Academic Skills Center 44 Academic and Student Affairs 44 Access Center 45 Accessibility 18 Accounting 1 14-1 16 Accreditation and Memberships 11, 17, 18 Activities 43 Admissions 14, 20-24 Administrative Officers of the College 296 Advanced Placement Program Test (AP) 85 Advanced Transfer Students 82 African American Student Services (see Pan-Afrikan Student Services) 48 Alumni Center 15 American Indian Studies 94-96 American Indian Student Services 47 American Sign Language 208 Anderson Hall 14, 50 Application Procedures 20, 31 Applied Economics 145 Architecture Minor 98 Art 97-101 Art History 97, 100-101 Asian American Student Services (see Pan Asian Student Services) 47 Asian Studies (see East Asian Studies) 142-143 Assessment of Previous Learning (APL) Program 85-86 Associated Colleges of the Twin Cities (ACTC) 60, 62 Associated Support Organizations 16 Athletic Affiliation 18 Athletics 43 Audit Fee 26 Auditing Courses 84 Augsburg Core Curriculum 76 Augsburg Echo 43 Augsburg Experience 77 Augsburg Seminar 76, 102 Augsburg Signature Curriculum 76 Augsburgian, The 43 B Bachelor of Science (Liberal Arts requirement options) 77-78, 79 Beta Beta Beta 105 Biology 102-107 Board of Regents 294-295 Business (Master of Business Administration) 69 Business Administration 110-1 13 Business Administration and Economics Major 110, 145 Business Management Certificate 108 c Calendar 4-7, 54 Campus Location 14, 18, 31 8-31 9 Campus Map 318-31 9 Campus Ministry 42 Campus Tours 20 Canadian Program 70 Career Services 68 Carlson (Jeroy C. Carlson) Alumni Center 15 Center for Global Education 15, 64-65, 186-195 Center for Global Education Courses 64-65, 186-1 95 Center for Learning and Adaptive Student Services (CLASS) 44-45 Center for Service, Work, and Learning 66-68 Change of Program 72 Chemistry 123-128 Chinese 208 Chapel 15, 42 Choir 43, 226 Christensen Center 14 Class Schedule 92 Classification (Class Year) 84, 87 Clinical Lab Science 129-1 30 Coaching Endorsement 170 College Costs 2004-06 26-27 College Level Examination Program (CLEP) 85 College of the Third Age 16, 70 Commencement 88 Commons 51 Communication Studies 131-1 37 Communication ArtsILiterature Teacher Licensure 134, 162 Community Service-Learning 67 Community Studies Concentration (Sociology) 274 Computational Economics 138-139 Computational Philosophy 139, 237 Computer Science 1 37-141 - Index 323 Concert Band 43, 226 Continuing Education Program 70 Cooperative Education 68 Costs 26-27 Counseling 48 Counseling and Health Promotion 48 Course Descriptions 92-291 Course Numbers 92 Credits 92 Crime and Deviance Concentration (Sociology) 274 Crossover Registration 72 Cultural Anthropology Concentration (Sociology) 275 Enrollment 18 Enrollment Center 8, 72 Enrollment Degree Verification 88 Enrollment Deposit 27 Ensembles 226 Entry-level Skills 78-79 Ethnic Student Services 47-48 Evaluation and Grading 80-81, 84 Evangelical Lutheran Church in America (ELCA) 18, 295 Experiential Education Programs 66-68 Explanation of Grades 80-81, 84 Exploring Our Gifts 42 D Facilities and Housing 14-16, 50-51 Facts and Figures 18 Faculty 18, 55, 298-317 Faculty Emeriti 315-31 7 FAFSA (Free Application for Federal Student Aid 31 Family Educational Rights and Privacy Act (FERPA) 51-52, 89-90 Federal Work Study Program 35 Fees 26-27 Film 132-133 Finance 116-117 Finance Certificate 108 Financial Aid 18, 30-40 Financial Policies 28-30 Fine Arts 43 Fitness Center 49 Food Service 51 Foreign Languages (See Modern Languages) Forensics 132 Former Students 23, 74 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Foundations of Fitness 80 Four-Year Assurance Program 89 French 207-209 Freshmen 20, 21 F Dance and Theatre Teacher Licensure Major 282 Dean's List 87 Degrees Offered 18, 54 Departmental Comprehensive Exams 85 Departments and Programs 92-291 Deposits 27 Development 8 Directed Study 94 Directory 8 Directory Information 90 Dismissal 87 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 14, 50-51 Dual Degree Programs 59, 68, 144-145 E Early Admission of Freshmen 21 East Asian Studies 142-143 East European Studies 266-267 East Hall 14 Echo 43 Economics 144-148 Economics/Business Admin. Major 110, 145 Economics/Political Science Teaching Major 248 Edor Nelson Field 14 Education 149-159 Education for Service 11 Education (Master of Arts) 68 Elementary Education 150-152, 153-154 Emotional/Behavioral Disabilities 157-158 Employment 35 Engaging Minneapolis 77 Engineering 159-160 English 161-167 English as a Second Language (ESL) Program 86 English Placement Test 163 C General Studies 168 German 207, 210-211 Gift Assistance 33 Global Education Center 15, 64-65, 186-195 Global Education Program Courses 64-65, 186-195 Grade Point Average 75, 84 Grading 80-81, 84 Graduate Programs 68-69 Graduation (Applying for) 72 Graduation Level Skills 75-76 324 Index Graduation Requirements 75-80, 82-83 Grants 33 Graphic Design Certificate 98 Gymnasium (Melby Hall) 15 H Health and Physical Education 169-173 Health Clinic Services 49 Health Education 169-171 Health Insurance 48 Health Promotion 48-49 HECUA Courses 65-66, 187, 195-197 Higher Education Consortium for Urban Affairs (HECUA) 65-66, 187, 195-197 HispanicILatino Student Services Program 47 History 174-180 History of Augsburg College 10-12 Honors Program 61-62, 180-181 Housing 14-16, 26, 50-51 Hoyt Messerer Fitness Center 49 Human Relations (Communication Studies) 132 I Ice Arena 15 Incomplete Grade 81, 84 Independent Studies 93, 94 lnformation Technology Certificate 108 lnformation Technology Services 55-56 Inter-Institutional Programs 62-63 Inter-Race 16 Intercollegiate Athletics 43 Interdisciplinary Studies 181-183 lnternational Baccalaureate Program (IB) 85 lnternational Business Minor 111 lnternational Business Specialization (Business Administration) 110 lnternational Partners 65, 186-187 lnternational Relations 184-185 lnternational Relations (International Business) 185 lnternational Student Advising 49 lnternational Students 24, 49 lnternational Studies 186-197 Internships 66-67, 93-94 Intramural Athletics 43 J Japanese 211 JeroyC. Carlson Alumni Center 15 John Evans Learning Laboratory 44 K Karen M. Housh Tutor Center 44 Keystone (Senior Keystone) 77 L Language Courses 207-214 Latin Honors 88 Leadership (Master of Arts) 68 Leadership Studies Minor 182 Leadership, Service, and Performance Scholarships 32-33 Learning Disabilities Program 44-45 Liberal Arts (Bachelor of Science Options) 77-78, 79 Liberal Arts Foundation 77-78, 82-83 Library and lnformation Technology Center 15, 18, 55-56 Licensure (Teaching) 60, 149-153, 157 Life Sciences 104 Lifetime Activities 80, 172 Lindell Library 15, 18, 55-56 Loan Assistance 34 Location 14, 18, 318, 319 Lutheran Congregational Scholarships 33 M Majors and Minors 56-60, 91-291 Management lnformation Systems 118-120 Management Specialization (Business Administration) 110 Managerial Accounting 114 Maps 318, 319 Marketing 121-122 Marketing Communication (Communication Studies) 132 Mass Communication and Journalism (Communication Studies) 132 Mastefs Degrees 54, 68-69 Math Placement Group (MPG) 78-79, 200 Mathematics 198-203 Medical Refund 30 Medical Technology 129 Melby Hall 15 Memberships 17, 18 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 16 Metro-Urban Studies 204-206 Middle East Studies Minor 182 Military Called to Active Duty 73 Minnesota Indian Teacher Training Partnership (MNITTP) 47 Minnesota Minority Education Partnership (MMEP) 16 Minnesota Work Study Program 35 Minors 59, 91-291 MIS Courses 118-120 Mission Statement 10 Modern Language Skill 79-80 Modern Languages 207-214 Index 325 Mortensen Hall 15, 50 Murphy Place (2222 Murphy Place) 15 Murphy's 51 Music 215-229 Music Business 219-220 Music Education Major 216-217 Music Ensembles 226 Music Hall 15 Music Performance Major 21 7-218 Music Repertoire Tests 222 Music Therapy Equivalency/Certification 220-221 Music Therapy Major 21 8 N National Student Clearinghouse 88 Natural Science Teaching Licensures 230-231 New Hall 15, 50 No-Credit Grades 81 Nordic Area Studies 232-233 Norwegian 207, 21 1-212 Notification of Admissions Decision 21, 22 Numeric Grades 81, 84 Numbering of Courses 92 Nursing 234-236 Nursing (Master of Arts) 69 0 Off-Campus Programs 18 Officers of the College 296 Official Notices 51 Ojibwe 213 Old Main 15 Orchestra 43, 226 Organizational Analysis and Development Concentration (Sociology) 275 Organizational Communication (Communication Studies) 131 Orientation (AUG) 77, 102 p, Q Pan-Afrikan Student Services 48 Pan-Asian Student Services 47 Part-Time Students 26-27 Pass/No Credit 75, 81, 88 Pastor 42 Payments 28 Peace and Global Studies Minor 185 Performance Studies 227-228 Philosophy 237-240 Physical Disabilities Program (Access Center) 45 Physical Education 170, 172-173 Physical Science Teaching Licensure 124, 231, 243 Physician Assistant Studies (Master of Science) 69 Physics 241-246 Piano Proficiency Test 222 Policies 17, 18, 51-52, 70-74, 80-81, 84-90 Political Science 247-252 Political Science/Economiu teaching major 248 Portfolio Assessment Program 85-86 Pre-Professional Programs 60-61 Prerequisites 93 President's Greeting 2 Probation 87 Psychology 253-257 Public Accounting 114 Public Relations and Advertising (Communication Studies) 132 Public Relations and Communication 14 R Re-Admitted Students 23, 74 Recitals 221 Refunds 28-30 Regents 294-295 Registration 70-73 Religion 258-263 Religious Affiliation 18 Residence Life Program (see also Housing) 50-51 Residence Requirements 76 Retaking courses 84 Rochester Program 13-14, 71 Room and Board 26 ROTC 62-63 Russian, Central, and East European Studies 266-267 5 Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies 65, 181 Scholarships 31-33, 35-40 School Year 4-7, 18 Science Hall 15 Secondary Education 152-153, 155-156 Senior Keystone 77 Service-Learning 67 Sigma Pi Sigma 243 Skills Requirements 78-80 Smiley's Point 16 Social, Cultural, Recreational Activities 43 Social Psychology Concentration 254, 275 Social Studies 268 326 Index Social Welfare Minor 270 Social Work 269-273 Social Work (Master of Social Work) 69 Society of Physics Students 243 Sociology 274-279 Solid State Physics 242 Space Physics 242 Spanish 207, 21 3-214 Special Education 157-159 Special Interest Housing 51 Special Students (Non-Degree or Second Degree) 23 Sponsored Scholarships 35-40 Sports 43-44 StepUP Program 46 Student Activities 43 Student Affairs (see Academic and Student Affairs) 44 Student-Designed Major 57-58 Student Employment 35 Student/Faculty Ratio 18 Student Government 42-43 Student Life 41 -52 Student Newspaper 43 Student Publications 43 Student Rights 51-52, 89-90 Student Standards of Behavior, Complaints, Records 50 Student Standing Committee 74 Student Support Services (TRIO) 4 5 4 6 Student Teaching Abroad 66, 149 Studio Art 97-100 Study Abroad 63-66, 186-197 Summer Session 8 Supervisory Management (Communication Studies) 131 Support Programs 44-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 16 T Teaching Licensure (see also individual majors) 60, 149-153, 157 Test Scores 20 Theatre Arts 280-287 Theatre Practicums 286-287 Transcripts 20, 21, 27, 28 Transfer Students 22-23, 82-83 TRIO Program 45-46 Tuition, Fees, Room and Board 26-27 Tutor Center 44 U Unofficial Withdrawal 30 Urban Studies 204-206 Urness Hall 16, 50 v Veterans 89 Vocation 42 W Weekend College 12-13, 21, 27-28, 71-72 Withdrawal From College 30, 73 Women's Studies 288-291 Work Study Program 35 Writing Concentration 163 x, y, z Yearbook 43 Youth and Family Ministry Major 264-265
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Title: Augsburg College Undergraduate Catalog, 2008-2010
Collection: Course Catalogs
Search Result: Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information...
Show more Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2008 www.augsburg.edu A Greeting from the President Stephen Geffre A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share you own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President Table of Contents Academic Calendar – 4-7 Directory – 8 Introducing Augsburg – 9 Facts and Figures – 19 Undergraduate Admissions – 21 Day College – 22 Weekend College – 23 Financing Your Education – 27 Student Life – 37 Academic Information – 53 Departments and Programs – 98 Includes majors, minors, and course descriptions College Information – 339 Board of Regents – 340 ELCA Program Unit for Vocation and Education – 341 Faculty and Administration – 342 Faculty Emeriti – 366 Maps – 369, 370 Index – 371 4 2008-2009 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Summer........................................First-year registration Aug. 31-Sept. 2/Sun.-Tues. ..........New student orientation Sept. 3/Wed. ................................Classes begin Oct. 24/Fri. ..................................Mid-term break (one day only) Nov. 10-26/Mon.-Wed. ................Registration for spring Nov. 27/Thurs. ............................Thanksgiving recess begins Dec. 1/Mon. ................................Classes resume Dec. 12/Fri. ..................................Classes end Dec. 15-18/Mon.-Thurs. ..............Final exams Spring Term 2009 Jan. 12/Mon. ................................Classes begin Mar. 16/Mon. ...............................Mid-term break begins Mar. 23/Mon. ...............................Classes resume Apr. 6-17/Mon.-Fri. .....................Registration for fall Apr. 10/Fri. ..................................Easter break begins Apr. 24/Fri. ..................................Classes end Apr. 27-30/Mon.-Thurs. .............Final exams May 2/Sat. ....................................Baccalaureate/Commencement 2009-2010 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Sept. 9/Wed. .................................Classes begin Oct. 23/Fri. .................................Mid-term break (one day only) Nov. 26/Thurs. .............................Thanksgiving recess begins Nov. 30/Mon. ...............................Classes resume Dec. 11/Fri. ..................................Classes end Dec. 14-17/Mon.-Thurs. ..............Final exams Spring Term 2010 Jan. 11/Mon. ................................Classes begin Mar. 15/Mon. ...............................Mid-term/Easter break begins Mar. 22/Mon. ...............................Classes resume Apr. 23/Fri. ..................................Classes end Apr. 26-29/Mon.-Thurs. .............Final exams May 1/Sat. ....................................Baccalaureate/Commencement 5 6 2008-2009 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Class Weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 10-12, Oct. 24-26, Nov. 7-9, Nov. 21-23, Dec. 5-7 Winter Term 2009 Class Weekends: Jan. 2-4 (MSW only), Jan. 9-11, Jan. 23-25, Jan. 30-Feb. 1, Feb. 13-15, Feb. 27-Mar. 1, Mar. 6-8, Mar. 20-22 Spring Term 2009 Class Weekends: Apr. 3-5, Apr. 17-19, May 8-10, May 15-17, May 29-31, Jun. 5-7, Jun. 19-21, Jun. 26-27 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 2009-2010 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Class Weekends: Sept. 11-13, Sept. 25-27, Oct. 9-11, Oct. 23-25, Nov. 6-8, Nov. 20-22, Dec. 4-6, Dec. 11-13 (for programs meeting eight weeks) Winter Term 2010 Class Weekends: Jan. 8-10, Jan. 22-24, Jan. 29-31, Feb. 12-14, Feb. 26-28, Mar. 12-14, Mar. 26-28 Spring Term 2010 Class Weekends: Apr. 9-11, Apr. 23-25, May 7-9, May 21-23, Jun. 4-6, Jun. 18-20, Jun. 25-27 NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 7 8 DIRECTORY Area Code 612 Access Center ................................................................................................................330-749 Academic Advising......................................................................................................330-1025 Academic Enrichment.................................................................................................330-1165 Academic Affairs .........................................................................................................330-1024 Admissions Offices Office of Undergraduate Admissions (Day College)........................................... 330-1001 Toll-free number........................................................................................1-800-788-5678 Office of Adult and Graduate Admissions ..........................................................330-1101 Augsburg for Adults....................................................................................................330-1782 Alumni Relations.........................................................................................................330-1178 Toll-free number........................................................................................1-800-260-6590 Athletics ......................................................................................................................330-1249 Campus Activities and Orientation ............................................................................330-1111 Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053 Center for Service, Work, and Learning.....................................................................330-1148 Classroom Services......................................................................................................330-1219 College Pastor/Campus Ministry ................................................................................330-1732 Counseling and Health Promotion .............................................................................330-1707 Development (financial gifts to the College)..............................................................330-1613 Toll-free number........................................................................................1-800-273-0617 Enrollment Center.......................................................................................................330-1046 Toll-free number........................................................................................1-800-458-1721 Event Services .............................................................................................................330-1107 Facilities Management ................................................................................................330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only)............................330-1000 Fax ....... ...............................................................................................................330-1649 Graduate Studies .........................................................................................................330-1101 Human Resources........................................................................................................330-1058 Lost and Found ...........................................................................................................330-1000 Marketing and Communication..................................................................................330-1180 Parent and Family Relations .......................................................................................330-1525 President’s Office .........................................................................................................330-1212 Registrar ......................................................................................................................330-1036 Residence Life (Housing)............................................................................................330-1488 Rochester Campus ...............................................................................................507-288-2886 StepUP ........................................................................................................................330-1405 Student Affairs.............................................................................................................330-1160 Student Government...................................................................................................330-1110 Summer Session ..........................................................................................................330-1046 TRIO/Student Support Services ..................................................................................330-1311 Weekend College ........................................................................................................330-1101 Mailing address: 2211 Riverside Avenue Minneapolis, MN 55454 Website: www.augsburg.edu Introducing Augsburg College About Augsburg – 10 Augsburg for Adults Weekend College – 13 Rochester Campus – 14 Partner Hospitals Program – 14 Campus Location – 14 Facilities and Housing – 15 Associated Support Organizations – 17 Policies – 17 Accreditation and Memberships – 18 Facts and Figures – 19 10 ABOUT AUGSBURG A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum — designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors— or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 17 majors and five certificate programs. MISSION STATEMENT . Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and to the mission of the College: “To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.” HISTORY . A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg’s first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged 12 About Augsburg with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became the 11th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. AUGSBURG TODAY . Augsburg continues to reflect the commitment and dedication of the founders who believed: • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to Augsburg’s traditional undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. For information on graduate programs, go to www.augsburg.edu. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. About Augsburg 13 In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., and offers a bachelor’s completion degree in nursing in the Twin Cities at United, Mercy, and Unity hospitals. AUGSBURG FOR ADULTS . Augsburg for Adults is focused on all adult-centered educational programs, from community seminars to graduate degrees. Adult students, who are recognized as learners from age 25 to 60-plus, have different educational needs and goals than traditional-aged students, and Augsburg for Adults assists adult learners in their educational journey, whether they take classes in the traditional weekday undergraduate program or one of the Augsburg for Adults programs listed below. For information on Augsburg’s master’s degree programs, see the Augsburg College Graduate Studies Catalog. Augsburg for Adults aims to evaluate how each program fulfills students’ needs and to bridge any gaps in providing quality education and student services. ■ WEEKEND COLLEGE Augsburg’s Weekend College (WEC) offers the same undergraduate degree as in the traditional weekday program on alternate weekends as an opportunity for adults who want to complete a baccalaureate degree, but who work or have other commitments during the week. Some classes may meet on weekday evenings. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and 17 majors, WEC is one of the largest programs of its type among Minnesota private colleges. Augsburg’s Weekend College understands that adult students are resourceful and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Most courses include a Webbased course management site. Alternate Weekend Schedule To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both Day and Weekend College students. The WEC academic year is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community in enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library and the Christensen Center, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, and fine arts. The WEC student body elects its own leaders and a WEC Student Senate. 14 About Augsburg Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are fulltime Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold the doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ■ ROCHESTER CAMPUS Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city. Rochester contains approximately 100,000 residents and enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule, on weekday evenings and on occasional Saturdays, making them accessible to working adults. Several complete degree programs are available through the Rochester campus. In addi- tion, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. ■ PARTNER HOSPITALS PROGRAM Also within Weekend College, Augsburg offers a bachelor’s completion degree in nursing for registered nurses at three area hospitals, making their education convenient to their workplace. Classes are taught at United Hospital in St. Paul, with videoconferencing of these classes to classrooms in Mercy Hospital in Coon Rapids and Unity Hospital in Fridley. ■ COLLEGE OF THE THIRD AGE In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods at churches and senior residences. A variety of classes is offered, and many of the instructors are retired Augsburg faculty. The College of the Third Age is located at 620 21st. Ave. ■ CAMPUS LOCATION Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the “City of Lakes.” The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to About Augsburg 15 Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map on page 369.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. ■ FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices — The Office of Undergraduate Admissions for Day College is located on the first floor of Christensen Center. The Office of Adult and Graduate Admissions for Weekend College, the Rochester Campus, the Partner Hospitals program, and Graduate Studies is located at 624 21st Ave. Anderson Hall (1993) — Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Marketing and Communication. College of the Third Age and InterRace — This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion — The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue. Christensen Center (1967) — The College center, with spacious lounges and recreational areas, dining areas, art gallery, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. Edor Nelson Field — The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988) — The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974) — Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. 16 About Augsburg Kennedy Center — Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997) — This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999) — Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961) — Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973) — Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964) — Murphy Place is home to the three of the four components of the Office of International Programs: Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color: American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and Hispanic/Latino Student Services. Music Hall (1978) — Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900) — Home for the modern languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center — Dedicated in 2007 and named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substancefree student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949) — Houses classrooms; well-equipped laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955) — Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. About Augsburg 17 Sverdrup-Oftedal Memorial Hall (1938) — Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967) — Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ■ ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter-Race: The International Institute for Interracial Interaction — Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. ■ POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. 18 ■ ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and M.S.W.) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association for Music Therapy, Inc. • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. AUGSBURG COLLEGE FACTS AND FIGURES ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 21 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 17. Enrollment (Fall 2007)—3,872 students from 40 countries. Graduates—20,627 graduates from 1870 through August 2007. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. ■ ■ ■ ■ ■ ■ ■ Financial Aid—Over 80 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and three summer school sessions. Augsburg for Adults: Three trimesters, September to June, for Weekend College, Rochester campus and most graduate programs. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 19 20 Undergraduate Admissions For Day College First-Years – 22 Early Admission of First-Years – 23 For Weekend College – 23 For Transfer Students – 23 For Former Students – 24 For Special Students – 24 (Non-Degree) For International Students – 24 22 UNDERGRADUATE ADMISSIONS A ugsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, first-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s Day College admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.—612330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1101. APPLICATION PROCEDURES. ■ DAY COLLEGE FIRST-YEARS Application for Admission— Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refund- able $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts—An official transcript from the high school is required of firstyear applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations — Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, or other person for whom the applicant works. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Undergraduate Admissions 23 Notification of Admissions Decision— Augsburg College uses a “rolling” admissions plan. The first offers of admission are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission— Accepted students are asked to make a $150* enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of First-years Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for first-year applicants and arrange a personal interview with the director of undergraduate admissions. ■ WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Adult and Graduate Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekend>. Transcripts — Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Adult and Graduate Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Additional Information — If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision — Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ■ TRANSFER STUDENTS A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Information regarding transfer credit policies is found in the 24 Undergraduate Admissions Academic Information section of the catalog, beginning on page 53. ■ FORMER STUDENTS Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/United/ Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for readmission through the registrar’s office to resume attendance. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. ■ SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. ■ SPECIAL STUDENTS (SECOND DEGREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. ■ INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>; or write to: International Student Admissions CB 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States need to obtain a foreign credential evaluation by contacting one of the services listed below. These organizations will examine transcripts and prepare a report of U.S. Undergraduate Admissions 25 course and grade equivalencies. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. Augsburg will accept evaluations performed by any of these agencies: World Education Services, Inc. Website: www.wes.org Bowling Green Station P.O. Box 5087 New York, NY 10274-5087 Phone: 212-966-6311 Fax: 212-966-6395 Educational Credential Evaluators, Inc. Website: www.ece.org P.O. Box 514070 Milwaukee, WI 53202-3470 Phone: 414-289-3400 Fax: 414-289-3411 Global Credential Evaluators, Inc. Website: www.gcevaluators.com P.O. Box 9203 College Station, TX 77842-9203 Phone: 800-517-4754 Fax: 512-528-9293 International Education Research Foundation Website: www.ierf.org P.O. Box 3665 Culver City, California 90231-3665 Phone: 310-258-9451 Fax: 310-342-7086 Foundation for International Services, Inc. Website: www.fis-web.com 14926 35th Ave West, Suite 210 Lynnwood, WA 98087 Phone: 425-487-2245 Fax: 425-487-1989 26 Financing Your Education Day College Costs Tuition and Fees – 28 Room and Board – 28 Other Special Fees – 28 Deposits – 29 Weekend College Costs – 29 Payments – 30 Financial Policies Refunds – 30 Financial Aid How and When to Apply – 32 Kinds of Aid Academic Excellence Scholarships – 33 Achievement Scholarships – 34 Leadership, Service, and Performance Scholarships – 34 Lutheran Congregational Scholarship Program – 34 Gift Assistance – 35 Loan Assistance – 35 Student Employment – 36 28 FINANCING YOUR EDUCATION A ll students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts— from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. COLLEGE COSTS 2008-2009. DAY COLLEGE. The Board of Regents has approved the costs listed below for the 2008-09 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. ■ DAY COLLEGE TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$25,610 This rate applies to all full-time students attending in September 2008. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 3,150 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $180 for that course. Audit Fee (for part-time students) per course................................$ 770 Full-time students—see audit policy on page 90. Room Rent (on average, includes basic services) ..................................$ 3,658 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 3,503 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 3,414 Flex 5 point plan ....................$ 3,120 Student Activity Fee................$ 180 ACTC Bus (full-time students only) ..$ 13 Information Technology Fee ..$ 300 ■ OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 90 Late Registration ..............................$ 200 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Financial Information 29 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$3,150 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) ......$390 (14 lessons—.5 cr.) ......................$780 Student Teaching (per course for full-time students) ..................$125 Student Teaching (per course for part-time students) .................$185 Study Abroad (in approved non-Augsburg programs) .............$425 Zero-credit seminar (part-time students) .......................................$770 Fees Payable by Check/Cash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 40 Student Parking Lot Permit —car ...........................................$220 —motorcycle ..............................$ 110 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) ■ BOOKS AND SUPPLIES These costs are estimated to average $125 per course. ■ DEPOSITS Enrollment Deposit (non-refundable) ....................$ 150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be for- feited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. COLLEGE COSTS 2008-2009 . WEEKEND COLLEGE . Application Fee (payable once, non-refundable) .........................$ 35 Tuition (per course credit) ...............$1,625 Tuition (per summer course 2008) ..$1,570 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 770 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 200 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar ...........................$ 770 Extended Payment Plan Fee .............$ 50 30 Financial Information ■ PAYMENTS—DAY COLLEGE Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options—Day Program— Augburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. ■ PAYMENTS—WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/account) FINANCIAL POLICIES. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. ■ REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract Financial Information 31 and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. • The Augsburg College Refund Policy for Day, Weekend, Rochester, Partner Hospitals, and Graduate Studies. The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 50% remaining Refund equals the percentage of term remaining 49% or less remaining No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund check will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. ■ MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. ■ UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 32 Financial Information A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of nonattendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. FINANCIAL AID. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage <www.augsburg.edu/enroll/finaid/standards.html>. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2007-2008 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. ■ HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at <www.augsburg.edu/enroll>, and submit it to the Enrollment Center. Financial Information 33 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2007 to be considered for financial aid for 20082009). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. ■ WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • institutional financial aid programs and requirements for continued eligibility, In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships ■ KINDS OF AID President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. Phi Theta Kappa Scholarship— These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is March 1. Call Undergraduate Admissions for information, 612-330-1001. • federal and private loan programs (students must complete a loan application to receive loan funds), and • payment plans/options for the current school year. 34 Financial Information Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship— Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to fulltime day students working toward their first bachelor’s degree who are children of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science Scholarship—These scholarships are awarded to incoming first-years majoring in chemistry or physics at Augsburg who are in the top 30 percent of their high school class and have a 3.00 GPA or better. Deadline: Accepted for admission by May 1. ACAP Scholarship—Awarded to incoming first-years students who have participated in a college preparatory program such as Upward Bound or Big Brothers/Big Sisters. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships — Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The deadline is February 1 for fall or November 1 for spring. Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship — Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, St. Paul Synod, S.E. Metro Synod or N.E. Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. Financial Information 35 PRIME Scholarship — Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Verification of award must be submitted to the Enrollment Center by August 1. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Gift Assistance (Need-Based) Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2008-09 is $4,731. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Loan Assistance Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2008, is a fixed rate of 6.0% and 6.8% , respectively. 36 Financial Information The following borrowing limits apply to the Stafford Loan program after July 1, 2008: • First-years: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $8,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement, the interest rate is a fixed rate of 8.5% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Enrollment Center website. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Student Life Campus Ministry – 38 Vocation – 38 Student Government – 38 Orientation and Campus Activities – 39 Student Center – 40 Fine Arts – 40 Anne Pederson Women’s Resource Center – 40 Athletics and Sports – 41 Gage Center for Academic Achievement – 41 Academic Advising – 41 Center for Learning and Adaptive Student Services (CLASS) – 42 Academic Skills Office – 42 TRIO Programs – 43 TRIO/Student Support Services – 43 McNair Scholars Program – 43 Office of Undergraduate Research and Graduate Opportunity (URGO) – 44 Services for Students with Physical Disabilities – 44 ACCESS Center – 44 StepUP® Program – 45 Ethnic Student Services – 46 American Indian – 46 Hispanic/Latino – 47 Pan-Asian – 47 Pan-Afrikan – 47 Scholastic Connections – 47 LGBTQIA – 47 Health and Fitness – 48 International Student Advising – 49 Residence Life Program – 49 Housing – 50 Food Service – 51 College Policies – 51 Student Standards of Behavior, Complaints, Records – 51 Official Notices – 51 Family Educational Rights and Privacy Act – 52 Discrimination Complaints – 52 38 STUDENT LIFE A ugsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. CAMPUS MINISTRY . As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. VOCATION . Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to consider Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. STUDENT GOVERNMENT . The members of the Augsburg student body, in order to further the educational goals and general welfare of the college community, developed their own governing system. Their purpose is to establish and provide guidelines for two studentelected organizations to represent the Day Student Body and the Weekend College (WEC) Student Body. These organizations are to support and advocate for student concerns, needs, and activities. They serve Student Life 39 as the primary voice and liaison between students and the administration, faculty, and staff of Augsburg. These groups collectively oversee the use and administration of the student activities fee. To aid in this work they have established an executive board and several student leadership committees. Additionally, in collaboration with the campus activities and orientation department, they oversee the management of all campus student organizations. ORIENTATION AND. CAMPUS ACTIVITIES . ■ ORIENTATION PROGRAMS The campus activities and orientation department staff understand what important transitions our students are making, whether transitioning from high school to college or from another college to Augsburg. Both experiences introduce their own challenges and excitement. A specialized orientation program for new and transfer day program students has been developed with this in mind. The goal is to create a seamless and successful academic and social transition into the Augsburg community, while encouraging our community members to become engaged, connected, and reflective learners. SOAR, our first year orientation program, is built on a peer mentoring philosophy which helps students establish connections with a returning student. SOAR is a fun experience that helps students learn more about Augsburg’s beautiful urban campus and community, its excellent academic programs, and the outstanding resources that make being an Auggie so rewarding and Augsburg such a great place to study. The orientation program for transfer students is offered at the beginning of each semester. TRANSFER-mation is designed to address different areas students will experience in their transition to Augsburg. Many transfer students are concerned about connecting and establishing their social base, so activities have been designed to assist with developing social relationships. ■ AUGGIE DAYS The focus of Auggie Days is to help students develop an awareness of self, self in the community, and self in the world, in addition to the more tangible needs of acclimating to life at Augsburg. Starting with move-in day and lasting for nine full days, this fall transition program is designed to help one get to know Augsburg, the city, the neighborhood, classmates, the faculty, the staff ... and for campus activities staff to get to know the students! Activities include speakers and discussion, concerts, small group meetings with faculty, art exhibitions, festivals and fairs by on-campus organizations, chances to get to know other Auggies, athletic events, games, food and fun, and other events through the whole week. It is a time when the whole community celebrates the arrival of new students as well as the return of all students. ■ CAMPUS ACTIVITIES The mission for campus activities programming is to support individual identity and enhance social and communal development. We strive to create an environment that allows students to connect, engage, and invest in the Augsburg experience and to recognize the benefits associated with student engagement outside of the classroom. The department works to sup- 40 Student Life plement the liberal arts instruction of the College through transitional programs for new students as well as through leadership education and student involvement. The campus activities department empowers students to learn and experience leadership and become investors in the institution, while acknowledging the value of faith, urban life, relationships, and citizenship as fundamental components. This understanding recognizes that we are a community of leaders and global citizens in a world that is constantly changing. STUDENT CENTER . Christensen Center, our student center, represents the community center of the campus environment, serving students, faculty, staff, alumni and guests. Through a variety of programs, activities, services, and facilities that collectively characterize a well-considered plan for the community life of the college, the student center acts as an integral part of the educational mission of the institution. Traditionally considered the living room of the campus, our student center serves and symbolizes the essences of our community, physically representing as the gathering place of our community: the community hearth. It serves our diverse populations of residential, commuter, Weekend College, and graduate students alike and represents the merging of curricular and co-curricular. The Christensen Center also houses several student services, such as the Office of Undergraduate Admissions, the Department of Campus Activities and Orientation, Event Services, the Copy Center, Shipping and Receiving, Information Desk, Food Service, Mail Services, and Cooper’s (our very own Starbucks coffee lounge.) The student activities center, called the Auggie’s Nest, is located on the first floor of the Christensen Center. Augsburg Day and Weekend College (WEC) Student Senates, Echo, and KAUG, as well as other student organizations, have office or work space in this area. The Auggie’s Nest serves as a hub for student activities. Throughout the year, the center is home for a variety of social and cultural activities that take place on campus. The surrounding community is vibrant with events, fairs, and community gatherings. These activities include dances, films, theatre, theme events, cultural community fairs, speakers, and visiting personalities in various fields. Students are encouraged to engage in Minneapolis for both personal and academic growth. ■ FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. ■ ANNE PEDERSON WOMEN’S RESOURCE CENTER The Anne Pederson Women’s Resource Center at Augsburg College offers a variety of programming for Augsburg students (women and men) and is a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library (including current magazines), a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging Student Life 41 out. The Women’s Resource Center sponsors numerous programs and activities, and provides a safe place on campus for discussions, explorations and women’s advocacy. The resource center is located in 207 Sverdrup Hall. ATHLETICS AND SPORTS ■ INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. ■ INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. ■ SPORTS AND RECREATION At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 49.) GAGE CENTER FOR ACADEMIC. ACHIEVEMENT. The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Center consists of five collaborating units: Academic Advising Center for Learning and Adaptive Student Services (CLASS) Academic Skills Office TRIO/Student Support Services and McNair Undergraduate Research and Graduate Opportunity (URGO) ■ ACADEMIC ADVISING Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All Day students are required to meet with their assigned faculty adviser each term prior to registration. Both Day and weekend college students are 42 Student Life encouraged to meet with their faculty adviser as often as is necessary. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. ■ ACADEMIC SKILLS OFFICE The office is staffed by academic skills coaches who offer: • comprehensive academic support on a variety of topics, such as time management, note taking, motivation, procrastination, college reading, and strategies for improving testing • the Conditional Admit Program (CAP) to assist under-prepared students with the transition into college • support and advocacy for students on academic probation • free tutoring and/or supplemental instruction for most classes Student Life 43 ■ TRIO PROGRAMS TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services— Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: •Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building •Academic program planning, including pre-registration for each term, major and career decision-making, and long-term course planning •Financial aid counseling and education •Academic progress monitoring, weekly progress meetings for students on academic probation •Academic success workshops, group academic skill development •Student leadership development and opportunities for conference travel •Social and cultural activities and student-led events •Five week residential Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 25 incoming first-year students •Need-based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS adviser, please contact TRIO/SSS program staff at 612-330-1311, or Science 152. McNair Scholars Program — The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. Students eligible to become McNair Scholars are sophomore, junior, or senior undergraduate currently enrolled full-time (or will be enrolled full-time) at Augsburg who exhibit strong academic potential and 44 Student Life an interest in pursuing doctoral studies. Students must be a first-generation college student (neither parents graduated from a four-year college) who is low-income OR a member of a group underrepresented in graduate study — African American, American Indian, Alaskan Native, or Hispanic/ Latino. The Augsburg McNair program serves 25 students per year. The major component of the Augsburg McNair Scholars Program is a summer research experience. McNair Scholars will conduct original research in collaboration with a faculty mentor, and have opportunities to publish and present their work at a professional conference. For this work, Scholars receive a $4,000 stipend and acquire the research tools needed for graduate study. Students will also be a part of: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as application and GRE fee waivers and other financial incentives, such as McNair designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition-free academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community ■ OFFICE OF UNDERGRADUATE RESEARCH AND GRADUATE OPPORTUNITY (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. In addition, URGO awards special research funding and support for lowincome and first-generation college students and their mentors. SERVICES FOR STUDENTS WITH. DISABILITIES. ■ ACCESS CENTER The Access Center provides support and specialized services to students with documented physical disabilities. These may include mobility impairments, Traumatic Brain Injury, vision, hearing, and speech or other health impairments that may affect the ability to function in a college setting. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • individual meetings with the physical disabilities specialist Student Life 45 • Determination of academic accommodations for classroom and testing needs • Assistance with time management and study skills • Academic advising and assistance • Advocacy with faculty and staff • Use of assistive technology • Assistance with community support services and other non-academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access Center for assistance. Every effort will be made to schedule a meeting time that works for all involved. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 42.) ■ TRIO/STUDENT SUPPORT SERVICES (Students with disabilities may be eligible to apply for TRIO/SSS. See listing on page 43.) STEPUP® PROGRAM. The StepUP Program at Augsburg College is for students in recovery from addiction to alcohol and other drugs who wish to pursue a college education. StepUP’s comprehensive approach supports students in both their recovery and academic studies. StepUP students live in separate chemical-free housing, have individual support meetings with a licensed alcohol and drug counselor, and participate in extracurricular team and community building activities. In addition, students have access to academic skills specialists and other services in student service departments on campus. In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have a minimum of six months of continuous sobriety, and agree to abide by the StepUP contract and live in StepUP housing. The StepUP Program fosters academic success and encourages the discovery of positive relationships. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. Participation in the program offers students leadership opportunities both on and off campus. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP Program will last a lifetime. 46 Student Life ETHNIC STUDENT SERVICES. ■ AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg’s policies, procedures and expectations. The program • Assists with application process • Helps students secure financial aid • Nurtures students’ identification as an American Indian • Provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about American Indian culture • Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school districts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one-fifth of the loan will be forgiven. ■ HISPANIC/LATINO STUDENT SERVICES The Hispanic/Latino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. ■ PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Student Life 47 ■ PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. ■ SCHOLASTIC CONNECTIONS Scholastic Connections is a scholarship and mentorship program for achievementoriented students of color who are continuing Augsburg students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges and inspires Scholars to ensure their success at Augsburg College and beyond. Each year five new Scholars are selected as program participants via an application process. Scholars receive a $5000 scholar- ship and are paired with a Mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services Directors we form Scholar/Mentor pairings that match ethnic group and field of interest. Eligible Scholars: • Demonstrate leadership ability • Have a GPA of 2.5 or higher • Have demonstrated financial need • Could benefit from a mentor Program objectives are to: • Support Scholars as they continue at Augsburg • Frame the Big Questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? • Assist in discerning vocation • Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA SUPPORT SERVICES. The LGBTQIA (Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual) Support Services is housed within the Department of Campus Activities and Orientation, with a mission to create an environment that gives space and time to voices, which have been historically unheard. The aim is to establish a sense of community, advocacy, and support for LGBTQIA-identified individuals as well as an atmosphere of education and growth for the entire Augsburg community in regards to gender identity/expression and sexual orientation. It is the philosophy of LGBTQIA Support Services to provide assistance and education for the LGBTQIA-identified individuals as a first priority. The second 48 Student Life priority is to educate and support members of the Augsburg community who view themselves as allies. LGBTQIA Support Services also plans programs and events throughout the course of the year for social as well as educational purposes, including Safe Space Training and LGBT History Month Celebration events. Staff collaborate with the Enrollment Center to offer the Karen Neitge Scholarship. For more information, go to www.augsburg.edu/campusactivities HEALTH AND FITNESS. ■ CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Personal counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, assessment and referral, workshops, consultation, and outreach. Students may discuss personal issues such as stress, depression, anxiety, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, self-image, difficult decisions, eating concerns, grief and loss, or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. ■ HEALTH INSURANCE Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for information on obtaining student health insurance through college affiliated agencies. ■ HEALTH CLINIC SERVICES The College offers basic health care services to students through a contract with UFP – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. Student Life 49 AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! cation theory to explore their adjustment to a new culture and education system. Located on the lower level of the Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Education Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. INTERNATIONAL STUDENT ADVISING . (ISA) . (Also see Study Opportunities Abroad on page 65 and Student Teaching Abroad on page 65.) ■ FITNESS CENTERS ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: •Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program •General advocacy for international students •Advising the International Student Organization •Facilitating intercultural skill building sessions for students, faculty, and staff •Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communi- RESIDENCE LIFE PROGRAM. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. 50 Student Life Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—Home to new Auggies and upper-class Resident Advisers, this nine-story high-rise houses 324 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP community and upper-class students committed to an alcohol and drug free environment. Flats/condos, apartments, and studios are furnished. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, and the Cross-Cultural House. Student Life 51 ■ FOOD SERVICE Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Cooper’s Coffee Shop—On the main level of Christensen Center, Cooper’s Coffee Shop sells coffee, smoothies, sandwiches, and snacks. Murphy’s Grill—Located on the ground floor of the Christensen Center, Murphy’s features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Nabo — This eatery is located in the Oren Gateway Center. Pronounced ‘náhbu’, with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. COLLEGE POLICIES. ■ STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at <www.augsburg.edu/studentguide>. ■ OFFICIAL NOTICES Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet. 52 Student Life ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 95 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. ■ DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin) Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Academic Information General Information – 54 Degrees Offered – 54 Academic Calendar – 54 Faculty – 55 Library and Information Technology Services – 55 Academic Organization and Programs – 56 Divisions and Departments – 56 Majors and Minors – 56 Teaching Licensure – 60 Pre-Professional Programs – 60 Honors Program – 62 Inter-Institutional Programs – 62 Augsburg Abroad – 63 Center for Service, Work, and Learning – 68 Graduate Programs – 70 Other Programs – 72 Academic Policies and Procedures – 73 Registration – 73 Crossover Registration – 74 Withdrawal from College – 75 Student Standing Committee Petition Process – 76 Transfer Credit – 77 Graduation Requirements – 79 Graduation Requirements – 79 Augsburg Signature Curriculum – 81 Quick Check Summary of Graduation Requirements – 82 Liberal Arts Foundation – 85 Skills Requirements – 86 Evaluation and Grading – 88 Explanation of Grades – 88 Assessment of Previous Learning Program – 91 English Language Learners – 92 Academic Progress, Probation and Dismissal – 93 Dean’s List – 93 Latin Honors – 94 Commencement – 94 Enrollment/Degree Verification – 95 FERPA – 95 54 ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. ■ DEGREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. ■ ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for 3-1/2 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate weeks. Similar to Weekend College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are 7-8 class sessions each trimester with each class meeting for 3-1/2 to 4 hours. Students may take one to four classes each term.** **(See Registration on pages 73-75 and Calendars on pages 4-7) Courses and majors offered through Weekend College and the Rochester campus are the same as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Academic Information 55 Augsburg offers three summer school sessions, including a summer online option. The summer session schedule is available in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs on page 70.) ■ FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every first-year is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. ■ LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 190,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and stu- dent computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to the new Oren Gateway Building as well as to Sverdrup Hall, which houses the Enrollment Center, additional computer labs and multimedia classrooms, a lounge, and a vending area. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit the Student Technology website <www.augsburg.edu/techdesk> for more on IT at Augsburg. 56 Academic Information Computing Students have access to over 250 oncampus computers. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technologyenhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network from dormitory rooms or on 80% of the campus using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Web to students on and off-campus. ACADEMIC ORGANIZATION AND. PROGRAMS . ■ DIVISIONS AND DEPARTMENTS The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities— American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences— Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, nursing, social work. ■ MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The College requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the Academic Information 57 term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess BOTH the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the Dean’s Office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. 58 Academic Information Listings that are shaded are offered through both the day program and Weekend College. Weekend/Rochester/ Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. MAJORS AND AREAS OF EMPHASIS. Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business Administration Economics/Business Administration International Business Management Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Mass Communication Organizational Communication Professional Communication Human Relations Marketing Communications Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English Creative Writing Literature, Language, and Theory Media Writing Environmental Studies Film Finance Health Education (B.A. or B.S.) Health Fitness History International Relations International Business Languages and Cross-cultural Studies 1 French German Norwegian Spanish Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Music Music (B.A.) Music Business (B.A.) Music Education (B.M.) Music Performance (B.M.) Academic Information 59 Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Weekend College only) Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion Youth and Family Ministry Social Work (B.S.) Sociology Community Studies Crime and Deviance Organizational Studies Social Psychology Student-Designed Theatre Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies1 MINORS. Accounting American Indian Studies Art Architecture Art History Studio Art Biology Business Administration Chemistry Communication Computer Science Economics English Environmental Studies Film Health Education History International Business International Relations Languages and Cross-cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Middle East Studies 1 Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 60 Academic Information ACTC Majors—It is possible for fulltime day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may have a competitive application process with acceptance determined by the major department. music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. ■ OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middle school education with subject area specialties in one of the following: mathematics, science, communication arts/literature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental K-12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Certificate Programs Augsburg offers undergraduate certificates through the departments of Art and Business Administration. Certificates are available to non-degree seeking students or students who are completing a degree from a different academic department. A student may declare degree seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who Academic Information 61 want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements on pages 179-180. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—A major in chemistry and biology is not required to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. Students should review requirements and recommended courses of each program being considered for application and consult early and frequently with a pre-health science adviser. Coursework that is required by most medical schools includes: one to two semesters of English composition such as ENL 111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy—Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in Behavioral Sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Exploring Our Gifts office (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. 62 Academic Information ■ HONORS PROGRAM The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program director, e-mail address honors@augsburg.edu. ■ INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, Europe, Bangladesh, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800328-6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under Academic Information 63 an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Naval ROTC—Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. ■ AUGSBURG ABROAD Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, and internship requirements. This is determined prior to departure when students fill out the required Credit Agreement form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Study abroad program selection advising • Students can study abroad at any point in their academic career. • Financial and academic advising for study abroad Semester and Summer Programs • Registration and billing for study abroad • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • Pre-departure and re-entry support (application, orientation, etc.) • You must take a full load of credits while abroad on semester programs. • Faculty-led, short-term program coordination • You must take courses A-F while abroad. About half of Augsburg undergraduate students are studying abroad. Graduate students also find short-term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. • Grades received on affiliated and nonAugsburg programs will be reported on your transcript, but not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permis- 64 Academic Information sion prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. program. The student is responsible for all non-recoverable program costs incurred. • Overload Fee Exemption for Facultyled January programs: January faculty-led programs are placed within the spring semester. However, you will not be billed an overload fee if you take 4.0 or 4.5 credits in the spring. The overload fee is the only policy affected; a student taking minimal credits in the spring can use it as a spring course in order to be considered part-time or full-time. Augsburg Abroad manages the advising and administrative processes so students will also need to meet the eligibility requirements of, and apply to, a program provider (as outlined in the Study Abroad Programs section). Additionally, students who have applied to the Augsburg Abroad office, for any program, must email their intent to withdraw if they choose not to continue with study abroad. Failure to e-mail may result in fees owed by the student. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course and similarly for day students doing a study abroad program placed in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. • Sophomore, junior or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the • Not have an outstanding balance on your student account. Application deadlines for semester programs are October 1 for spring semester study abroad and March 1 for fall semester study abroad. Program provider deadlines will vary; students need to meet all deadlines set by program providers. Students should start planning in first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are responsible for disclosing their disability and requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with CLASS and ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid Study abroad is based on program fees which is a package of costs that generally includes tuition, housing, international health insurance, some meals, excursions, and study abroad fees however this varies from program to program. Augsburg College pays the program provider on the students’ behalf and then bills the Academic Information 65 Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Cost estimates for the time abroad are drawn up to assist the financial aid office in awarding aid to students studying abroad. Students are required to notify Augsburg Abroad immediately once they choose not to continue with their study abroad experience. At the moment of notification non-recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider. Study Abroad Programs Students have over 200 programs in over 60 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburg-affiliated options then they can apply to do a non-Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) — Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; and learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar 66 Academic Information in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and four to six weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. International Business and Global Citizenship (Mexico) — Fall apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. The largest immigrant group in the United States is composed of people born in Mexico, and Mexico is front and center in debates about globalization and U.S. immigration policy. This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. Students will have the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four weeks, and develop closer relationships in the community and improve their international business background by completing an internship in a local business or government office. Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) — Fall or Spring Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) — Fall or Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Migration and Globalization: Engaging Our Communities (Mexico) — Spring Academic Information 67 sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico) — Spring tural factors on the human community. HECUA programs emphasize intense language experience, internships, and field study. For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. Scandinavian Urban Studies Term: Norway—Fall International Partners Community Internships in Latin America: Ecuador—Fall and Spring International Partners offers a broad range of learning opportunities in Norway, Finland, and Germany. Students can choose from several options: group programs, “tailor-made” individual study programs, and practical professional experiences. Program length varies from one month to one year. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, Europe, Ecuador, Ireland, Bangladesh, and the Twin Cities. All programs emphasize the impact of civic engagement, social change, and cross-cul- This interdisciplinary program focuses on contemporary Scandinavian society, culture, language, and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Northern Ireland: Democracy and Social Change — Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students 68 Academic Information get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short-term travel. Contact Augsburg Abroad for the most current list of programs. ■ THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg’s metropolitan location through the highly successful service-learning, Campus Kitchen, internship, and career planning programs that link the College’s academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students’ coursework, majors, and/or career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg’s Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers; volunteering at homeless shelters, Habitat for Humanity, and community centers; or working with cultural and environmental groups. Academic Information 69 The service-learning program also works closely with the student-directed Augsburg LINK and campus ministry. Campus Kitchen at Augsburg The Campus Kitchen at Augsburg College (CKAC) is a unique student led program that brings together Augsburg student, faculty and staff volunteers, the campus food service, local food banks, and neighborhood community organizations to utilize surplus food to meet hunger and nutritional needs in our neighborhood. CKAC volunteers coordinate food donations, prepare and deliver free meals to area community partners, and teach nutrition education to local youth. Key program goals are to provide leadership development and service learning opportunities for Augsburg students, encourage deeper understanding of hunger issues, and foster a long-lasting commitment to service and active citizenship. Affiliated with the Campus Kitchens Project, a non-profit organization in Washington, D.C., this program is one of only 12 in the nation. ■ INTERNSHIPS Academic Credit An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 88. A maximum of four courses of internship may count toward the total courses required for the degree. Transcript Notation Non-credit internships related to a student’s major or career objective can be registered for a zero-credit transcript notation. The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises transcript notation work experiences. Academic internships and internships for zero-credit may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning, and coaching. Staff 70 Academic Information also assist with choosing majors, locating internships, preparing for job searches, graduate school applications, and making connections to community, business, and alumni resources. ■ GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Adult and Graduate Admissions office. For further information about the programs, contact the Education Department or the admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary pro- gram directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a B.A. in Accounting and an M.A. in Leadership. See the Accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web-enhanced pedagogies are used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala, Namibia, Pine Ridge, S.Dak., and/or Europe. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Academic Information 71 The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive Management Consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, human resource management, international business, and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. A dual degree (Master of Social Work and Master of Arts in Theology) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. 72 Academic Information ■ OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately 50 retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. To obtain further information about the program or to request a catalog, call 612330-1139. To ask questions or to schedule a program, call the program director at the above number. Academic Information 73 ACADEMIC POLICIES AND. PROCEDURES. ■ REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits; cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Please note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s Web page. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. Afer initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Combined Academic Calendars” at <www.augsburg.edu/enroll/ registrar>. Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. The last day to initially register for courses in the Weekend College and the Partner Hospitals program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or with- 74 Academic Information draw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Augsburg for Adults—612-330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5. Students have registration priority in their home program. Crossover registration Academic Information 75 begins only after the open Web registration period closes for both programs. A schedule is published on the registrar’s office Web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT crossover to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Registration All day students are required to meet with their academic adviser prior to registration. Incoming first-years and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College and Rochester campus students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar on AugNet for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. When the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s Web page. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must re-admit to the College when they are ready to resume their studies. The Application for Readmission form is available from the 76 Academic Information Enrollment Center or can be downloaded from the registrar’s Web page. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the Dean’s Office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published petition deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation. The committee typically meets every other week throughout the school year Academic Information 77 (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage: <www.augsburg.edu/ enroll/registrar>. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/ Enrollment Center, include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Catalog Applicability Students must fulfill the general education requirements in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a B.A. in computer science and a B.S. in computer science, but may earn a B.S. in computer science and a B.A. in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcripts. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Augsburg does not grant credit for developmental courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quar- 78 Academic Information ter hours are converted to Augsburg course credits by dividing by four or six respectively. • The Augsburg Core Curriculum will be adjusted so students need only to complete the following: Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from twoyear institutions toward the minimum number of course credits required for a baccalaureate degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. • REL 300 Bible, Christian Theology, and Vocation Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students Students transferring from the Minnesota State Colleges and Universities system who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MnSCU, and have a 2.50 cumulative GPA (on a 4.0 scale) from the degree-granting institution will be given transfer status as outlined below: • Students will be granted 16 Augsburg course credits in transfer from two-year institutions. This will assure admission with junior standing. No additional credits will be accepted from two-year institutions. • One Augsburg Experience • Senior Keystone Course • Modern Language requirement (0-2 courses, depending on initial assessment) • Math Placement Group 3 (or MAT 105) • HPE 001 Foundations of Fitness or one HPE lifetime activity course (This requirement is waived for students who have transferred two equivalent courses.) *The A.A. degree and Minnesota Transfer Curriculum must be completed prior to enrolling at Augsburg in order to qualify for this transfer status. Note: Additional prerequisite coursework beyond the A.A. degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C – grades or below will not be accepted as prerequisites or for application to majors. Admission to a major — a separate process from admission to the College — is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Academic Information 79 Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 & REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. A full description of these requirements is found on pages 78-84. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. GRADUATION REQUIREMENTS. The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 — Special Students (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s Web page. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 80 Academic Information 1. Completion of 32 course credits — No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) – 14; music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.) – 17; and social work (B.S.) – 15; youth and family ministry (B.A.) – 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a Major — Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum — Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average — Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in course work for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence — The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar’s office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. Academic Information 81 ■ THE AUGSBURG CORE CURRICULUM The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements THE AUGSBURG SIGNATURE CURRICULUM Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church of America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the college’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome — whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is ‘spiritual but not religious.’ Our Christian understanding is rooted in a generous spirit of hospitality. • We will treat each other with respect as we learn how to engage in conversation (Continues on p. 84) 82 Academic Information CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS. FOR GRADUATION. • Complete at least one Augsburg Experience • Complete a Senior Keystone course. This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 76. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. All new first-years and all first-year and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Complete Entry Level Skills Assessments and Core Skills Requirements: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts • Critical Thinking Assessment • Mathematics Assessment • Modern Languages Assessment • Writing Assessment Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 • Achieve a Math Placement Group score of three. Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete Effective Writing Music Performance (B.M.) . . . . . . . . . .14.5 • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Youth and Family Ministry (B.A.) . . . . . .15 Other maximums are described on page 80. ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. • Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Complete the Signature Curriculum: Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete two (2) Search for Meaning courses. Music Performance (B.M.) . . . . . . . . . .14.5 • Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 • Complete the fall orientation and Augsburg Seminar. • Complete an Engaging Minneapolis course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Youth and Family Ministry (B.A.) . . . . . .15 Other maximums are described on page 80. Academic Information 83 ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Complete the Signature Curriculum: Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete REL 300 Bible, Christian Theology, and Vocation course Music Performance (B.M.) . . . . . . . . . .14.5 • Complete a Senior Keystone course. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 • Complete one Augsburg Experience Youth and Family Ministry (B.A.) . . . . . .15 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts Complete Entry Level Skill Assessments and Core Skills Requirements: Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Other maximums are described on page 80. ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: • Satisfy entry level skill requirements in writing. • Complete REL 300 Bible, Christian Theology, and Vocation course. • Achieve a Math Placement Group score of three. • Complete a Senior Keystone course. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Entry Level Skills Assessments and Core Skills Requirements: • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) • Complete one Augsburg Experience • Complete one college algebra course course (MAT 105) or a Math Placement Group 3. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. 84 Academic Information with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time — open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism — their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: • Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar, a firstyear learning community in their major or related area of academic interest. Each week Augburg Seminars devote an hour to topics relevant to an Augsburg education: becoming an intentional learner; making connections to the larger Augsburg learning community; and exploring strategies for success in the AugSem course(s) and future college work. • Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Students take one course that introduces them to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They should be taken during the first year, but may be taken in the second year. • Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships (including field- Academic Information 85 work, practicums, and student teaching), faculty-student research, service learning/ community service, study abroad, and offcampus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The official list of approved keystone courses is found on the registrar’s web page — under the heading ‘General Education’, click on ‘Senior Keystone’. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. The list of courses meeting the Liberal Arts Foundation requirement is available online at the registrar’s web page and from the registrar’s office. The official list of approved LAF courses is found on the registrar’s web page — under the heading ‘General Education’, click on ‘Approved LAF Courses and Skills Listing’. The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education — vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. Natural Sciences and Mathematics The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Economics, Environmental Studies, Political Science, Psychology, Sociology Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Humanities Two courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, 86 Academic Information Religion, Modern Language and Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. One Fine Arts LAF requirement can be met with four semesters of participation in the following major choral ensembles (any combination of four): MUE 111, MUE 112, MUE 114, MUE 115. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. • Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. • Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Academic Information 87 • Writing Assessment and Requirement This entry level assessment determines readiness for ENL 111 or 112. Students who do not place highly enough on the entry level assessment will be required to take ENL 101 Developmental Writing before ENL 111. Students who have transferred in a course equivalent to ENL 111 are excused from the entry level exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements • Effective Writing ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of their sophomore year because it is a prerequisite for Writing Graduation Skill courses. • Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. The BYU-CAPE language assessment is offered to students who have had at least one year of study of French, German, or Spanish language in high school. For a language previously studied, successful completion (minimum grade of 2.0 or P) of the 112 level satisfies the requirement. Students placing into 112 must enter at the 112 level. No college credit will be given for repeat of 111. Students whose placement test is at 211 or higher will be exempted from further language study. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information about English Language Learners is found on page 92. • Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course credit graduation requirement. 88 Academic Information Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. See department and program pages in this catalog or consult the department chair for more information. • Physical Education (teaching licensure only) • Physics 2. Bachelor of Science/Modern Language Waiver. Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry Core Curriculum Modifications • Clinical Laboratory Science Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. • Mathematics 1. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver. Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Music Therapy • Nursing • Physics EVALUATION AND GRADING. ■ EXPLANATION OF GRADES The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Academic Information 89 Pass/No Credit 3.0 Students who choose the P/N option are cautioned: 2.5 • In order to receive a grade of P, a student must achieve at least a grade of 2.0. 2.0 • Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 1.5 • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations under Graduation Requirements, page 80. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 3.5 Achieves highest standards of excellence 1.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. 90 Academic Information Extension (X) Grades Auditing Courses Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 28. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits. • Juniors—16 completed course credits. • Seniors—24 completed course credits. Academic Information 91 ■ ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising web site. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Additional information is available on the Academic Advising web page and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising web page. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. 92 Academic Information The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. ■ ENGLISH LANGUAGE LEARNERS (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. Academic Information 93 All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Students may be removed from probation when the cumulative GPA reaches 2.00. Students placed on probation as firstyears for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.00. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.00. ■ ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.00 cumulative grade point average (GPA). It should be noted that a minimum GPA of 2.00 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.00 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a first-year who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission is given by the student, an announcement 94 Academic Information is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of “With Distinction.” Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enroll/ registrar>. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate students in Weekend College, Rochester campus, and the Partner Hospitals program. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Academic Information 95 Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearing house.org Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the V. A. Certifying Official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. 96 Academic Information Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Departments and Programs Course Descriptions with Major and Minor Requirements – 98 Department majors and programs are listed alphabetically. Also see index. 98 DEPARTMENTS AND PROGRAMS A s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. COURSE DESCRIPTIONS. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Weekend College classes are available online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Summer Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in a separate Graduate Studies catalog. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight three-and-one-half-hour sessions during fall and for seven four-hour sessions during winter and spring term. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Departments and Programs 99 Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. INTERNSHIPS AND . INDEPENDENT STUDIES. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. ■ INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center. You must register the internship for the academic term that coincides with the internship experience. 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 196 197 198 199 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 396 397 398 399 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 100 Departments and Programs the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) ■ DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. ACCOUNTING See listing under Business Administration. AMERICAN INDIAN STUDIES A merican Indian studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. American Indian Studies Faculty Eric Buffalohead (Chair), Elise Marubbio American Indian Studies 101 Adjunct Faculty Sophia Jacobson, Richard Gresczyk, Dale Weston DEGREE AND MAJOR REQUIREMENTS. American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor: Five courses including AIS 105. At least two must be upper division. COURSE OFFERINGS AT AUGSBURG COLLEGE. AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. 102 American Indian Studies AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. AIS/ENL 255 American Indian Literature American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. American Indian Studies 103 AIS 332 Native American Storytelling The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2xx women’s studies course; or AIS 105 or any 2XX American Indian studies course; or consent of instructor.) AIS 490 Keystone Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. 104 American Indian Studies AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. AIS 499 Independent Research An independently designed research project. ART—ART A rt is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas experienced on a small campus in the heart of a major metropolitan area. We balance a solid foundation of drawing, design, and history with technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs creative curriculum for traditional disciplines in drawing, painting, ceramics, sculpture, and photography with emerging disciplines in hand papermaking, book arts, architecture, and digital media. Class sizes are small; we will get to know each other. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach an average of 700 students a year from all disciplines, graduating 25-30 majors annually with B.A. degrees in art history, studio art, art education; and certificates in studio art and graphic design. For over 40 years, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty robert k. tom (Chair), Kristin Anderson, Lynn Bollman, Kim Bowden, Tara Sweeney DEGREE AND MAJOR REQUIREMENTS. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 257 Watercolor Painting I One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Art 105 or ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in a solo or two-person show with a senior review, and the annual senior group exhibition. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: Studio art majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Studio art majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: Art history majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Art history majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department adviser to plan appropriately. 106 Art Departmental Honors Art History Minor GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Eight art courses, including four in graphic design, one in art history, and three studio electives. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349. ART COURSES. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. ■ STUDIO ART FOUNDATIONS ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis is placed on foundational drawing concepts. ■ STUDIO ART ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Art 107 ART 106 Chinese Calligraphy and Painting I Introduction and practice of Chinese calligraphic painting and writing. ART 118 Painting I Introduction to painting media and technique in acrylic or oil. Emphasis is placed on color, perception, and expression. ART 122 Plein Air Sketching I This foundational course in plein air sketching introduces observational skills and sketching on-site in the midst of daily life as a meditative way of seeing deeply and responding to place. Students explore media, technique, and subject matter, visit sites and museums to understand context and meaning, and respond creatively. ART 132 Photography I The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course explores the theory and practice of web design. Focus is placed on effective design and usability. Students will become familiar with Dreamweaver, Photoshop, and Illustrator. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 Graphic Design I Graphic Design I is an introduction to the principles and practices of visual communications focusing on text and image using grid layouts. 108 Art ART 247 Life Drawing An introduction to the methods and techniques of drawing the human form through the use of live models. Emphasis will be placed on perceptual drawing skills and accurately rendering the human form in a spatial environment. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. ART 257 Watercolor Painting I Introduction to transparent watercolor; emphasizes perceptual observation to explore color theory, media, and technique. Class sessions often include painting outside on location. ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes the interplay of text and image in the handmade book. ART 306 Chinese Calligraphy and Painting II Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106) ART 315 Web Design II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 322 Plein Air Sketching II This advanced course in plein air sketching is a continuation of ART 122, which introduces observational skills and sketching on-site in the midst of daily life as a meditative way of seeing deeply and responding to place. As advanced students develop mastery of technique and expression of personal subject matter and style, it is expected that there will be significant, experiential engagement with artistic, cultural, and historical*h resources, as well mentoring of beginners. (Prereq.: ART 122 or permission of instructor) ART 330 Graphic Design II Graphic Design II explores visual communications in the retail environment — developing advertising materials, sales promotions, packaging, and displays. Art 109 ART 332 Photography II Advanced study in black and white film photography. Projects will encourage the refinement of technical and formal skills and the development of a personal approach to subject matter and content. Students will be introduced to archival print methods, expanded film exposure and development styles, portfolio presentation, develop the vocabulary to write an artist’s statement, and research contemporary photographers. (Prereq.: ART 132) ART 340 Digital Imaging Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. ART 351 Ceramics II Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118) ART 357 Watercolor Painting II Advanced exploration in transparent watercolor; emphasizes individual expression. (Prereq.: ART 257) ART 368 Print Making II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq: ART 280) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ■ ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modern times. 110 Art Note: The following courses are offered intermittently, usually two or three sections per year. ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART/THR 265 Computer Drafting for the Stage and Architecture (See Theatre Arts section for course description.) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) Art 111 ART 388 Modern Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ART 299 Directed Study See description on page 100. ART 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ART 499 Independent Study/Research See description on page 100. 112 AUGSBURG CORE CURRICULUM— AUG/KEY/GST THE SIGNATURE CURRICULUM . Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. LIBERAL ARTS FOUNDATION . Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses. FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli- Augsburg Core Curriculum 113 gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, spring) SBS 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: SCI 110) SKILLS. Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or better. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. 114 Biology Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.: MPG 3) Other General Studies Courses GST 009 Internship Transcript Notation (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. BIOLOGY—BIO W e are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics and computer science, biology is increasingly a multidisciplinary venture, Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society and in turn humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly integrated within the curricula. For many, an undergraduate major in biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates Biology 115 have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Dale Pederson (Chair), Jennifer Bankers-Fulbright, Ralph Butkowski, William Capman, Brian Corner, David Crowe DEGREE AND MAJOR REQUIREMENTS. Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I and five upper division biology electives chosen from the following list: Bachelor of Arts in Life Sciences BIO 351 BIO 353 This major is appropriate for students also seeking secondary teaching licensure in biology. BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 486 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Immunology Special Topics in Biology Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology electives are required, along with: Two additional science courses, chosen from the following list: PHY 101 SCI 106 An introductory geology course 116 Biology Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.00 for BIO 151, 152, and 253 is a prerequisite for enrollment in upper division biology courses. A grade of 2.00 or above is required for all upper division courses applied toward the major. Biology for Health Sciences GPA of 3.50 in biology and 3.00 overall, one course of approved independent study (BIO 499) or a research internship combined with BIO 498, public presentation of results along with a written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, medical schools require a two semester sequences in calculus, physics and organic chemistry. Biochemistry is also commonly required and in some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisers — Dixie Shafer and Dale Pederson. Minor Graduate Training in Biology A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The majority of courses in biology must be taken at Augsburg College. Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus and physics. Also required is extensive involvement in research through Aug Experience, internships and/or independent study. Careful consultation with the Biology Departmental Honors Biology 117 adviser is recommended to select among course work and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.00 in biology. Cooperative Education and Service Learning The department works with the Center for Service, Work and Learning in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. Augsburg Student Association for Health Sciences The Augsburg Student Association for Health Sciences exists to serve all students preparing for post-baccalaureate study and/or careers in medicine and allied health professions. It facilitates volunteer and work opportunities, provides contact with admissions representatives from several professional schools, and arranges visits with alumni in several health fields. BIOLOGY COURSES. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 280 Introduction to Research This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. (Prereq: Invitation to participate in course; 0.5 course) 118 Biology BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and spring) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) Biology 119 BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. Spring) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three hours lecture, four hours laboratory. Prereq.: BIO 369.) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, junior standing.) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prereq.: BIO 369 (Three hours of lecture, four hours laboratory. Spring) 120 Biology SCI 490 Integrated Keystone The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major; P/N for 0.5 course) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 151, 152. P/N only) BIO 299 Directed Study BIO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) DEPARTMENT OF BUSINESS ADMINISTRATION— BUS, ACC, FIN, MIS, MKT O ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Magdalena M. Paleczny-Zapp (Chair and International Business Coordinator), William Arden (Management Coordinator), Nora M. Braun (MIS Coordinator), John C. Cerrito, Peggy M. Cerrito, C. Lee Clarke, David Conrad, John Furia, R. Brooks Gekler, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor (Finance Coordinator), Steven J. LaFave (Accounting Coordinator), Laura K. Lazar, Lori L. Lohman, Rosanne Malevich, Marc McIntosh, Fekri Meziou, Lori A. Peterson, Milo A. Schield, David G. Schwain (Marketing Coordinator), Kathryn A. Schwalbe, Peter Stark, Stuart M. Stoller, Steve Zitnick Business Administration 121 GENERAL REQUIREMENTS. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC), finance (FIN), management information systems (MIS), and marketing (MKT—day program only). Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are four specializations: management, marketing (WEC only), music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in information technolo- gy, business management, and finance through the Weekend College program. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 80), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. 122 Business Administration Internships International Business Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. BUSINESS ADMINISTRATION—BUS T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. DEGREE AND MAJOR REQUIREMENTS. Business Core Nine courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or BUS 264 Statistical Literacy for Managers FIN 331 Financial Management Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Specialization in Management Business core plus four courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Business Administration 123 The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the business administration major, management specialization. The graduation skill in Speaking (S) is met by completing the following courses: S: MIS 376 or ECO 318 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in International Business Business core plus four courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, international business specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in Music Business Business Core* plus seven courses: MUS/BUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — or — 2 MUS credits and 1 MUE credit, selected from: (2 credits must be in residence at Augsburg): MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music Business majors are exempt from BUS 379 and may substitute BUS 254 in place of BUS 242 or 200. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: MUS/BUS 105 or MUS/BUS 245 W: MUS/BUS 105 and MUS/BUS 245 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 124 Business Administration Specialization in Marketing (Weekend College students only) Business core plus three courses: MKT 352 Marketing Research MKT 355 Marketing Communications or MKT 357 Advertising MKT 450 Marketing Management Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business aministration major, marketing specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 ECO 113 ECO 312 ECO 313 Principles of Macroeconomics Principles of Microeconomics Intermediate Macroeconomics Intermediate Microeconomics and one other upper division economics course Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in business administration and economics. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 or 200, MKT 252, FIN 331 or BUS 264 or 379. Other configurations may be permitted with the approval of the department chair. This minor is automatically completed while completing a major in accounting, finance, MIS or marketing. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in Music Business Eight courses including: MUS/BUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1 credit in MUE and/or MUP courses). Business Administration 125 This minor is a collaborative program between the music and business departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. Departmental Honors See Business Administration Department Chair. BUSINESS ADMINISTRATION COURSES. BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. This course is also offered as MUS 105. BUS 200 Exploring Business as Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. 126 Business Administration BUS 264 Statistical Literacy for Managers Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC & Evening schedule: Additional evening sessions are required.) BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200) BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC and evening schedule: Additional sessions are required, usually on a weekday evening.) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.) Business Administration 127 BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 299 Directed Study See description on page 100. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. BUS 499 Independent Study/Research See description on page 100. ACCOUNTING—ACC T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. 128 Business Administration Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree plus a master’s degree. DEGREE AND MAJOR REQUIREMENTS. Accounting Major Business Core Requirements ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I BUS 301 Business Law FIN 331 Financial Management Required Accounting Courses Four courses including: ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students should take the courses in the sequence given above. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the accounting major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: ACC 423 or ACC 424 W: ACC 423 and ACC 424 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Joint B.A. in Accounting and Master of Arts in Leadership A B.A. in Accounting and an M.A. in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the 5th year and successful completion of all requirements, the student receives both a B.A. in Accounting and an M.A. in Leadership and will have fulfilled the 150- Accounting 129 hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings. It is recommended that the students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes: submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of their writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the accounting program. 3. Students must complete at least on year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221, 222, FIN 331 or ACC 324, ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACCOUNTING COURSES. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) 130 Accounting ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, FIN 331, MIS 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ACC 299 Directed Study See description on page 100. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ACC 499 Independent Study/Research See description on page 100. FINANCE–FIN T he finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the CFA Institute. DEGREE AND MAJOR REQUIREMENTS. Finance Major Finance Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I 131 BUS 301 FIN 331 Business Law Financial Management Required Finance Courses Five courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENL 111 or 112 or HON 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) ECO 315 Money and Banking (Prereq: ECO 112) The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the Finance major. The graduation skill in Speaking (S) is met by completing the following course: S: FIN 438 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) 132 Finance FINANCE COURSES. FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) MANAGEMENT INFORMATION SYSTEMS—MIS T he major in management information systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. DEGREE AND MAJOR REQUIREMENTS. Management Information Systems Major Business Core Requirements Seven courses including: BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics or BUS 264 Statistical Literacy for Managers ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II MKT 252 Principles of Marketing MIS 260 Problem Solving for Business Required MIS Courses Five courses including: MIS 270 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 MIS 475 MIS 476 Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the MIS major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. 133 134 MIS MIS COURSES. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) MIS 270 Data Management for Business Introduces the concepts of data modeling, database structures, and relational databases. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Marketing 135 Internships and Independent Study Courses: MIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MIS 299 Directed Study See description on page 100. MIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MIS 499 Independent Study/Research See description on page 100. MARKETING—MKT T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. DEGREE AND MAJOR REQUIREMENTSS Marketing Major Business Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 301 Business Law FIN 331 Financial Management MIS 260 Problem Solving for Business BUS 379 Quantitative Methods for Business and Economics 136 Marketing or BUS 264 Statistical Literacy for Managers Required Marketing Courses Five courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the marketing major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. MARKETING COURSES. MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379 or 264, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) Marketing 137 MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MKT 299 Directed Study See description on page 100. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MKT 499 Independent Study/Research See description on page 100. 138 CHEMISTRY—CHM C hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: •To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. •To provide programs of study for professional goals in addition to the traditional positions as chemists. •To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. •To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. •To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Ron L. Fedie, Arlin E. Gyberg, David R. Hanson, Sandra L. Olmsted DEGREE AND MAJOR REQUIREMENTSS. ■ BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) One course in biochemistry and one additional course from: CHM 364 Physical Chemistry II Chemistry 139 CHM 367 CHM 464 CHM 481 CHM 482 CHM 470 Properties of Polymers Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, II Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc. — see pre-professional program listings in the Academic Information section) should consult members from the chemistry department for assistance in course planning early in their college careers. ■ BACHELOR OF SCIENCE American Chemical Society Approved Major CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course in biochemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III PHY 121, 122 General Physics I, II (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation B.S. chemistry majors are allowed a two course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking and Writing graduation skills are embedded throughout the chemistry major for both B.A. and B.S. degrees. ENL 111 should be taken in the 140 Chemistry first year. Consult members of the chemistry faculty concerning the Quantitative Reasoning (QR) graduation skill. The Speaking skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. all; one course or summer of approved research; participation in seminar. Departmental Honors Note: Credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics, 3.00 over- Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351, 352, and CHM 353. CHEMISTRY COURSES. Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) CHM 100/102 Chemistry for Changing Times Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section; CHM 100 does not have a lab section. Students may not take both CHM 100 and CHM 102 for credit. (Prereq.: MPG 2) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. and concurrent registration with MAT 105, or MPG 3. Fall) Chemistry 141 CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. QEM course. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration. Fall) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) 142 Chemistry CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.0 course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Chemistry 143 CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. CHM 299 Directed Study See description on page 100. CHM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. CHM 499 Independent Study/Research See description on page 100. (Prereq.: junior or senior standing) 144 CLINICAL LABORATORY SCIENCE—CLS C linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL, 60631, 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview Red Wing Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for clinical laboratory science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENL 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENL 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 151/152 Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115. Consult your department chair Clinical Laboratory Science 145 or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. First year: Fall Term: BIO 151: Introductory Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Term: BIO 152: Ecology, Evolution and Diversity CHM 106 or CHM 116: General Chemistry ENL 111 Elective Second Year: Fall Term BIO 253: Introductory Cell Biology CHM 351: Organic Chemistry I REL 200: Search for Meaning Elective Spring Term BIO 355: Genetics CHM 352: Organic Chemistry II MAT 163: Statistics (QR) Elective Third Year: Fall Term BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Term BIO 476: Microbiology BIO 486 Immunology Elective Elective Fourth Year: Clinical Program Summer Session CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 425: Clinical Chemistry Clinical Rotations: Fall & Spring Semester CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology Fall Semester CLS 420: Immunohematology CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations Spring Semester CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods LS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS SCI 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of “C” (2.0) or above. Students must meet all College graduation requirements including General Education, grade point, College residency, and total credits. 146 Clinical Laboratory Science CLINICAL LABORATORY SCIENCE COURSES. CLS 400 Introduction to Clinical Laboratory Science CLS 405 Body Fluids Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the CLS program) Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476 and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: BIO 355, 369, and 486; and admission to the CLS program) CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) Clinical Laboratory Science 147 CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MAT 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) 148 Clinical Laboratory Science CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient’s specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) Communication Studies 149 CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) COMMUNICATION STUDIES—COM O ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redmond (Chair), Kristen Chamberlain, Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Communication Studies Major Twelve courses overall — eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all communication studies majors: COM 111 Public Speaking COM 280 Introduction to Communication Studies COM 351 Argumentation COM 352 Persuasion COM 354 Interpersonal Communication COM 355 Small Group Communication 150 Communication Studies COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Four additional electives from the following: COM 321 (required), COM 329, 345, 399, 499; THR 350, 360; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; REL 383; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 326, 329, 345, 399, 410; PSY 373, 385; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 321, 326, 329, 399, 410, 480; MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from the following: COM 345 (required), COM 321, 326, 329, 399, 410, 480, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375 Four additional electives from: ENL 227 (required); COM 321, 326, 329, 345, 399, 410, 480; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342 Supervisory Management Emphasis Mass Communication and Journalism Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 326, 329, 399, 410, 480, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349 Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Communication Studies 151 Four electives from the following: ENL 227 (required); COM 247, 321, 329, 343, 348, 399, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327; POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 420 (required); COM 321, 329, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: COM 111 or 115 W: COM 351 and any 200 level writing course in English Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 152 Communication Studies Communication Studies Minor Required of all Film Majors: Six courses including: COM 111 Public Speaking COM 280 History of Rhetorical and Communication Theory POL 342 Mass Communication in Society or COM 343 Studio Production COM 351 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication Six Core Courses FLM/THR 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema FLM/THR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, Robert Thom Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your adviser who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: FLM/THR 312 16mm Film II, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL/FLM 328 Screenwriting, PHY 119 Physics for the Fine Arts Communication Studies 153 Track #3 Theory & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and Method, COM 499, AIS 364 Indigenous Filmmakers, AIS 264 American Indians in Cinema, AIS 208/408 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies Film Minor Six courses including: ENL 241 Introduction to Cinema Art FLM/THR 216 Film Production I THR 233 Acting for Camera COM 343 Studio Production FLM/THR 420 Issues in Contemporary Cinema Plus one of the following: THR/ENL 325 Playwriting or ENL/FLM 328 Screenwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction AIS 364 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser. COMMUNICATION COURSES. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall, spring) COM 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall) COM 115 Scientific and Technical Public Speaking An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.) 154 Communication Studies FLM/THR 216 Film Production I This course demonstrates the basics of 16mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. FLM/THR 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) FLM/THR 312 Film Production II The focus of this course builds on the lessons learned in FLM/THR 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or 115) COM 326 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following courses — SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) Communication Studies 155 COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 247) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or consent of instructor. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111 or 115 or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) FLM/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 371) 156 Communication Studies COM 480 Public Relations/Promotional Communication Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 490 Communication Studies Keystone: Critical Conversations About Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. COM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. COM 299 Directed Study See description on page 100. COM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. COM 499 Independent Study/Research See description on page 100. ELECTIVES. See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 440 BUS 450 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 430 INS 325 MIS 175 MIS 379 MKT 252 MKT 352 MKT 355 PHI 230 POL 342 POL 375 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 363 SOC 375 THR 232 THR 325 THR 350 THR 360 COMPUTER SCIENCE—CSC T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Charles Sheaffer, Erik Steinmetz, Shana Watters DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Computer Science Major Twelve courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least one elective must be an upper division course. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (115 recommended), or b) A sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Computer Science Major Sixteen courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization 157 158 Computer Science CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 145 Calculus I MAT 146 Calculus II Two courses from: MAT 245 Calculus III MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (COM 115 recommended), or b) A sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Charles Sheaffer, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses Computer Science 159 and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy PHI 365 Philosophy of Science PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. 160 Computer Science COMPUTER SCIENCE COURSES. CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3) CSC 170 Introduction to Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Computer Science 161 Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) CSC 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or concurrent registration, CSC 385 or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading only. CSC 299 Directed Study See description on page 100. CSC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading only. CSC 499 Independent Study/Research See description on page 100. 162 ECONOMICS—ECO T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Augsburg offers degrees in economics, applied economics, business and economics, computational economics, and economics and political science (education majors only.) For the economics and applied economics majors, the capstone experience is Economics 490 Research Methods in Econometrics. Students in other majors should consult their adviser for other alternatives. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning DEGREE AND MAJOR REQUIREMENTS. Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics and three other upper division economics courses Economics 163 Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 145, 146 Calculus I & II Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Economics and Business Administration Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 350 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 331 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. 164 Economics Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. ECONOMICS COURSES.. ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) Economics 165 ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate winter trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate winter trimester) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years) ECO 318 Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall trimester and spring semester) ECO 350 Labor Economics Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Spring: alternate years) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. (Prereq.: Econ 113. Spring: alternate years) 166 Economics ECO 370 International Economic Development This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. (Prereq.: Econ 112 or Econ 113. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122. On demand) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (P/N Grading only.) ECO 299 Directed Study ECO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research EDUCATION—EED, ESE, EDC, EDU, SPE T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in life science, chemistry, and physics, grades 5-8 in general science, and K-12 specialist licenses in visual arts, physical education, music, and special education: EBD and LD. (Note: special education: EBD and LD are available in WEC only.) The K-12 Reading Licensure Endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend/ evening formats. Weekend College degree and licensure programs are limited to elementary, communication arts/literature, social studies, visual arts, and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend/evening format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Arts in Education degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are assigned an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. 167 168 Education Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Barbara West ELEMENTARY EDUCATION—EED/EDC Elementary Major and Licensure Requirements: SCI 110 SCI 111 Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the bachelor of science Liberal Arts Foundation requirements. Option B is for weekday, weekend and/or transfer students with at least one college level science course accepted in transfer or for weekday students who have already started this sequence. PHY 103 Conceptual Physics or EED 203 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) or EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) BIO 102 The Biological World Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for weekday students who do not have college level science courses in their background. Natural Science I Natural Science II Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians Foundations Block II (courses from this point and on require admissions to the department) Elementary Education 169 EDC 310 Learning and Development Methods Block I EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children’s Literature Methods Block II EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Learners with Special Needs EDC 490 School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change — see Education Department for most current list) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 329 or 351 or 354 or 355 EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literature/Reading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 141 ESE 495 Topics: Human Geography ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry II or CHM 116 General Chemistry II BIO 121 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere — see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the 170 Elementary Education Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergradu- ate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Pre-Primary Specialty: A pre-primary specialty for elementary is currently being developed. Contact the Education Department for further information. SECONDARY EDUCATION—ESE/EDC I PROGRAM REQUIREMENTS. t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Methods Block I ESE 300 Reading/Writing in the Content Area ESE 325 Creating Learning Environments Non-departmental requirements: ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Capstone Block EDC 410 Learners with Special Needs EDC 490 School and Society Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Student Teaching Block ESE 481, 483, 485 Student Teaching (2.03.0) Elementary Education 171 A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Adult and Graduate Admissions Office for information. EDUCATION CORE COURSES - EDC. EDC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 211 Minnesota American Indians (.5) An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 172 Elementary Education EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EDC 410 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: PPST and admission to department or special permission of instructor) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST and admission to department) ELEMENTARY EDUCATION - EED. EED 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 203 Elementary Education Physical Science Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/demonstrations, and classroom participation. (Prereq.: PPST and admission to department; students must be Elementary Education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) Elementary Education 173 EED 299 Directed Study See description on page 100. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to department) EED 330 K-6 Methods: Language Arts/Children’s Literature Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: PPST and admission to department) EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to depart- ment) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) 174 Secondary Education EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) SECONDARY EDUCATION - ESE. ESE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ESE 299 Directed Study See description on page 100. ESE 300 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Arts/Literature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) Secondary Education 175 ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Successful completion of student teaching occurs upon satisfactory completion of licensure program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) 176 SPECIAL EDUCATION: EMOTIONAL/BEHAVIORAL DISABILITIES AND/OR SPECIAL EDUCATION: LEARNING DISABILITIES—SPE T EED 350 EED 360 SPE 315 SPE 400 A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. he special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with this label. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing Required Education Courses for EBD: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Learners with Special Needs EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children’s Literature K-6 Methods: Math K-6 Methods: Science Critical Issues Seminar (.5) Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Required Education Courses for LD: All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities Special Education 177 SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: PPST and admission to department) SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: PPST and admission to department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) 178 Special Education SPE 434 Teaching Content Areas to Students With Learning Disabilities This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: PPST and admission to department) SPE 490 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the Senior Keystone requirement in the core curriculum. (Prereq: PPST and admission to department) SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) SPECIAL EDUCATION MINOR. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 Learners with Special Needs EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective EDC 410 PSY 105 Principles of Psychology Choose one from the following: PSY 250 Child Development PSY 251 Adolescent and Young Adult PSY 252 Aging and Adulthood Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Assessment Interested students should contact the director of special education at the outset of coursework. Learners with Special Needs (see EDC course descriptions) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) ENGINEERING A ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (B.A./B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. 179 Bachelor of Arts/Master of Engineering (B.A./M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. 180 Engineering Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. DEGREE AND MAJOR REQUIREMENTS. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENL 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. ENGLISH—ENL T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. Students majoring in English have the opportunity to choose one of four concentrations: Literature, Language and Theory; Media Writing; Creative Writing; and Secondary Licensure in Communication Arts/Literature. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. 181 Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Doug Green (Chair), Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, John Harkness, Colin Irvine, Dan Jorgensen, Deborah Kuhlmann, Dallas Liddle, Scannell (James) McCormick, John Reimringer, John Schmit, Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan Williams DEGREE AND MAJOR REQUIREMENTS. Choosing a Concentration The English Literature, Language, and Theory concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works 182 English of fiction, poetry, creative non-fiction, film, and drama. All literature classes involve students in dynamic and enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study crosslisted with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either Creative or Media Writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. The Communication Arts/Literature Teacher Licensure major is for students who seek to be licensed to teach in Minnesota in Communication Arts/Literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a Communication Studies major. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. MAJOR REQUIREMENTS. English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least two 200level literature courses as prerequisites for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least five 300level courses, with one each in British liter- English 183 ature, American literature, and world literature. Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English Keystone. Any 300-level course serves as a prerequisite for the 400level. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language and theory courses, three of which must be upper division courses. Media Writing Emphasis Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also required, ENL 327 Quantitative Journalism; ENL 390 Media Ethics and Theory; and two additional courses from the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an internship. And ENL 420, the Keystone writing course. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). English Writing Concentration Minor in Writing Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three Literature, Language, and Theory courses. At least one of these must be at the 300-level or higher. A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an internship. And ENL 420, the Keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 390, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): 184 English ENL 220 ENL 240 ENL 365 ENL 380 ENL 396 Intermediate Expository Writing Introduction to Literary Study Contemporary Post Colonial Fiction Introduction to the English Language Internship in Teaching Writing And three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 343 Broadcast Production I COM 352 Persuasion COM 354 Interpersonal Communication Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. Contact an education department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). OTHER REQUIREMENTS. Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of 2.0 or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in English 185 consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. ENGLISH COURSES. Service Courses: The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. 186 English Literature, Language, and Theory Courses: The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for Communication Arts/Literature Teacher Licensure major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 Introduction to African American Literature American literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different collection of those voices. A specific minority literature, such as Hispanic American literature, Asian American literature, or African American literature, is usually emphasized each term; sometimes the course explores the writing of women or gay writers. Determine which version of the course is being offered in any given section by checking the departmental web page, or get a detailed course description in the English department. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL/AIS 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) English 187 Spotlight Courses — Offered Alternating Terms (Content for each will vary by term—check online course descriptions) ENL 260 Authors A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Themes This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Genres Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Students must take ENL 220 or 221 (see writing courses), and two 200-level literature courses, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) 188 English ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 334 British Literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 and two 200level literature courses, or consent of instructor.) English 189 ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200-level literature course and THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) American Literature ENL 350 Readings in American Minority and Alternative Literatures A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres — slave narratives, romances, tall tales, epic poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) 190 English ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL/AIS 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include American Families, Blacks and Whites, and Sex and Self on the American Stage. Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200level literature course and THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) English 191 ENL 365 Contemporary Post Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for Communication Arts/Literature Teacher Licensure major. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include Classical Theaters, Spanish and Latin American Drama from the Renaissance to the Present, Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200-level literature course and THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) 192 English ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 390 Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Cross listed with Communication. (Prereq.: ENL 220, or 221, or 226, or 227, or 228, and two 200-level literature courses.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor) English 193 ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112) 194 English ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two A writing workshop in which students will revise a body of poetry, redrafting and polishing a collection of poems for inclusion in a portfolio of work. Students will also be expected to create new work during this workshop term. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student and offered as work the student will refine in Poetry Two.) ENL 324 Creative Nonfiction Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221 or 226) ENL/THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended.) ENL 327 Quantitative Journalism: Computer Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports and news features. This course is designed for persons wishing to explore the use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228) English 195 ENL/FLM 328 Screenwriting An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or 228) ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. (Prereq.: Any 300-level writing course) ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 299 Directed Study ENL 396 On-Campus Internships This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 Off-Campus Internships ENL 499 Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. 196 ENVIRONMENTAL STUDIES E nvironmental studies is the interdisciplinary investigation of human relations with the natural environment. The program pursues a multifaceted examination — across the natural sciences, social sciences, humanities, and professional studies — of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, environmental studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption, transportation, and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a B.A. or a minor in Environmental Studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple discipli- nary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the CedarRiverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in non-profit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty Michael Lansing (History, Director), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Keith Gilsdorf (Economics), John Harkness (English), Colin Irvine (English), Joan Kunz (Chemistry), Joe Underhill (Political Science), John Zobitz (Mathematics). Major 14 Courses (standard track or HECUA track) Standard Track Requirements (14 course credits): Core courses: SBS 100 Environmental Connections SCI 106 Introductory Meteorology SWK 210 Environmental Justice and Social Change POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/WST 341 Environmental Politics (CGE) or SOC 381 The City and Metro Urban Planning ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/WST 313 Environmental Theology and Ethics (CGE) HIS 316 U.S. Urban Environmental History Environmental Studies 197 ECO 365 Environmental Economics and Sustainable Development INS 399 Internship SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity BIO 481 Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) HECUA Track Requirements (14 course credits): SBS 100 Environmental Connections SWK 210 Environmental Justice and Social Change ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/WST 313 Environmental Theology and Ethics (CGE) HIS 316 U.S. Urban Environmental History INS 345, INS 346, INS 399 (HECUA ENVIRONMENTAL SUSTAINABILITY SEMESTER, 4 course credits) SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity BIO 481 Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) Minor (7 courses) SBS 100 Environmental Connections CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity SWK 210 Environmental Justice and Social Change HIS 316 U.S. Urban Environmental History or ENL 270 Rites of Thematic Passage or REL 313/WST 313 Environmental Theology and Ethics (CGE) POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/WST 341 Environmental Politics (CGE) or ECO 365 Environmental Economics and Sustainable Development or SOC 381 The City and Metro-Urban Planning Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 198 Health, Physical Education, and Health Fitness FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Languages and Cross-cultural Studies. FRENCH See listing under Languages and Cross-cultural Studies. GERMAN See listing under Languages and Cross-cultural Studies. HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS—HPF A ll students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Health Fitness. The philosophy of the department is to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Both recreational participants as well as athletes will find ample opportunity for developmental activities. The physical education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The health education program prepares students for careers in school health education and wellness. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The health fitness program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school Health, Physical Education, and Health Fitness 199 in any of the allied health fitness professions. All students seeking teaching licensure must receive a grade of 2.0 in all required courses with an HPF prefix. Health, Physical Education, and Health Fitness Faculty Eileen Kaese Uzarek (Chair), Sam Barber, Jennifer Britz, Chris Brown, Anthony Clapp, Carol Enke, Marilyn Florian, Paul Grauer, Aaron Griess, Frank Haege, Melissa Lee, Mike Navarre, Joyce Pfaff, Jessica Rinehart, Missy Strauch DEGREE AND MAJOR REQUIREMENTS. ■ HEALTH EDUCATION Health Education Major HPF 104 Components of Fitness Training HPF 110 Personal and Community Health HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education HPF 205 Introduction to Health, Physical Education, and Health Fitness HPF 215 Exercise and Health Psychology HPF 316 Human Sexuality HPF 320 School Health Curriculum HPF 357 Measurement in Health, Physical Education, and Fitness HPF 358 Assessment in Health and Physical Education HPF 390 Instructional Methods and Materials in Health Education HPF 410 Administration and Supervision of the School Health Program HPF 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 250 Child Development OR PSY 252 Adolescent and Young Adult Development Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPF 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (There is no teaching minor in Minnesota public schools) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. ■ PHYSICAL EDUCATION Physical Education Major HPF 104 Components of Fitness Training HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education 200 Health, Physical Education, and Health Fitness HPF 205 HPF 220 HPF 254 HPF 275 HPF 324 HPF 334 HPF 335 HPF 340 HPF 350 HPF 351 HPF 357 HPF 358 HPF 473 BIO 103 Introduction to Health, Physical Education, and Health Fitness Motor Learning Introduction to Developmental and Adapted Physical Education Prevention and Care of Athletic Injuries K-6 PE Games and Activities 7-12 Sport Skills and Activities Outdoor Education Organization and Administration of Physical Education Programs Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Assessment in Health and Physical Education Physical Education Curriculum Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPF 104, 115, 205, 324, 334, 351. (There is no teaching minor in Minnesota public schools) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The fol- lowing courses are recommended for those interested in coaching in Minnesota public schools: HPF 114 HPF 275 HPF 280 Safety Education Prevention and Care of Athletic Injuries Coaching Theory The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. ■ HEALTH FITNESS Health Fitness Major HPF 104 Components of Fitness Training HPF 110 Personal and Community Health HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education HPF 205 Introduction to Health, Physical Education and Fitness HPF 215 Exercise and Health Psychology HPF 275 Prevention and Care of Athletic Injuries Health, Physical Education, and Health Fitness 201 HPF 300 HPF 305 HPF 350 HPF 351 HPF 357 HPF 430 HPF 445 Nutrition (Prior to Fall 2010, HLTH 345 Nutrition at Univ. of St. Thomas) Stress Management (Prior to Fall 2010, HLTH 375 Lifetime Stress Mgmt. at Univ. of St. Thomas) Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Epidemiology (Prior to Fall 2010, HLTH 400 Epidemiology at Univ. of St. Thomas) Health Fitness Seminar (Prior to Fall 2010, HLTH 449 Health Promotion Seminar* at Univ. of St. Thomas. *=HLTH 449 does not satisfy the keystone requirement. Students completing HLTH 449 will complete the keystone requirement outside of the major) HPF 450 HPF 499 Current Health Issues Internship in Health Fitness Select and complete one (1) of the following two (2) courses: HPF 315 Exercise Testing and Prescription HPF 330 Community Health Methods BIO 103 Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS COURSES. HPF 001 Foundations of Fitness (.0 course) This course is required of all Augsburg students outside the HPF major. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but the skills an individual can use to assess, monitor, and discipline him/herself to maintain a lifestyle of fitness and wellness. (Fall, spring) HPF 002, 003 Lifetime Activity (.0 course) Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, spring) HPF 104 Components of Fitness Training This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) 202 Health, Physical Education, and Health Fitness HPF 110 Personal and Community Health Concepts and practices of health and healthful living applied to the individual and the community. (Prereq,: ENL 111. Fall) HPF 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) HPF 205 Introduction to Health, Physical Education, and Health Fitness (.5 course) An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a healthy lifestyle found on the wellness continuum, which includes physical, intellectual, spiritual, social, emotional, environmental, and occupational health. (Spring) HPF 215 Exercise and Health Psychology Study of the impact of psychological, behavioral, social, and biological interactions on health. Health promotion, adherence and maintenance, prevention and treatment of illness, stress management, and healthy lifestyles will be emphasized. (Spring) HPF 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPF 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. (Fall) HPF 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPF 114. Spring) HPF 315 Exercise Testing and Prescription (.5 course) This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPF 357. Fall) Health, Physical Education, and Health Fitness 203 HPF 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality (Prereq.: HPF 110. Spring) HPF 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of National Standards and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPF 110. Fall even years) HPF 324 K-6 PE Games and Activities (.5 course) This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPF 334 7-12 Sport Skills and Activities (.5 course) Theory and practice in skills, teaching and officiating elected games and activities. (Fall) HPF 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPF 104, HPF 114, HPF 205. Fall even years, spring even years) HPF 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPF 205. Fall) HPF 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Fall) HPF 351 Physiology of Exercise The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. (Prereq.: ENL 111, BIO 103. Spring) HPF 357 Measurement of Health, Physical Education, and Health Fitness (.5 course) Concepts of statistics and the use of statistical procedures in health, fitness and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Prereq.: MPG 3, HPF 104, HPF 220, and either HPF 110 or HPF 205. Fall) HPF 358 Assessment of Health and Physical Education (.5 course) Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPF 104, 220, 357 and either HPF 110 or HPF 205.) 204 Health, Physical Education, and Health Fitness HPF 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K6. An in depth view of all aspects of teaching physical education to elementary aged children. (Prereq.: HPF 104, HPF 324. Fall) HPF 368 Physical Education Methods (7-12) Procedures, materials, and issues involved in teaching physical education in secondary schools. (Prereq.: HPF 104, HPF 334. Spring) HPF 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. (Prereq.: HPF 110. Spring) HPF 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Prereq.: HPF 110. Fall even years) HPF 450 Current Health Issues (.5 course) This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPF 110. Fall odd years) HPF 473 Physical Education Curriculum (.5 course) Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. (Prereq.: HPF 205. Fall) Internships and Independent Study Courses: HPF 199 Internship See descriptions for this and other internship options (on-campus, off campus, credit options ) on page 99. HPF 299 Directed Study See description on page 100. HPF 399 Internship See descriptions for this and other internship options (on-campus, off campus, credit options ) on page 99. HPF 499 Independent Study/Research See description on page 100. Open only to junior or senior majors. HISTORY—HIS H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline deVries (Chair), Phil Adamo, Bill Green, Don Gustafson, Michael Lansing DEGREE AND MAJOR REQUIREMENTS. Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and 205 medieval, modern Europe, United States, and non-Western. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking and Writing skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. 206 History Medieval Studies Prerequisites The History Department also hosts the major in Medieval Studies. For more information, please refer to “Medieval Studies” in this catalog. Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. OTHER REQUIREMENTS. First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. HISTORY COURSES. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. HIS 121 19th-Century United States A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. History 207 HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. HIS 150/350 Latin American History This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education course. See International Studies, Sustainable, Development and Social Change (Guatemala, El Salvador, Nicaragua) HIS 162/462 20th-Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. 208 History HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or 112) HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. HIS 311 Topics in Women’s History Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 316 U.S. Urban Environmental History A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. History 209 HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 327 Racism and Resistance in Southern Africa and the U.S. Center for Global Education course. See International Studies section, Nation Building, Globalization, and Decolonizing the Mind (Namibia) HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. HIS 343 The North American West This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (International Studies— Namibia) 210 History HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150. HIS 352 Modern Germany A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for Global Education. Cross-listed with Women’s Studies. HIS 360 Ancient Egypt and Classical Greece This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 361 Hellenistic Greece and Rome This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1648 This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. HIS 374 Medieval Crusades This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, History 211 we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered fall and spring terms.) Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. HIS 299 Directed Study See description on page 100. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. HIS 499 Independent Study/Research See description on page 100. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.50 GPA in history) 212 HONORS PROGRAM—HON T he Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program Director, e-mail at <honors@augsburg.edu>. Honors Program Recognition Students who finish the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admissions Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application located at <www.augsburg/honors.edu>. Students applying for the Honors Program also automatically apply for the College’s highest academic-based scholarships, the President’s, Honors Regents’, and Harwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, and PostSecondary Option courses may satisfy Honors Program requirements, and/or be granted college credit. Contact Academic Advising or the Honors director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors Honors Program 213 Humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must: join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take: HON 340, HON 490 and any two other Honors courses. Honors Co-Curricular Activities Honors Houses: All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their Houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship such as College scholarship events and high school research fairs. The Pike Stewards House coordinates public relations, job placement, and fund raising opportunities for all Honors students. Pike House also organizes events for alumni and fund raising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as honors service days and Augsburg experiences. Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Honors Disputation League: Students organize, coach, research, write, and rehearse as teams which then compete in intramural debate tournaments held four times each year. Student House Presidents, Debate Captains, and Student Councils: Students elected to leadership within their Honors House may serve as House Presidents or Debate Captains. The House Presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. House Debate Captains organize the Inter-House Disputations and judge disputes among the Honors Houses. 214 Honors Program Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through studentcreated learning experiences. These student created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements at the same time, or simply be an elective. Student-created learning experiences may take any form. Some possible forms include: • Student Created courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council Member or the Honors Program Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program Director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year Fall • First-year students select Honors House membership. • First-year students not permitted to join Augsburg Honors Review or Honors Disputation League. • HON 100 Christian Vocation and the Search for Meaning I • HON 120 Scholar Citizen (includes theatre lab, critical thinking skill) Spring • HON 130 Liberating Letters (humanities LAF and speaking skill) • HON 111 Effective Writing (or advanced placement or transfer) Second Year Fall • Students invited to join HON 450 Augsburg Honors Review or HON 460 Honors Disputation League • HON 220: Scholar Scientist (one natural sciences and mathematics LAF and quantitative reasoning skill) Spring • HON 240: Science, Technology, and Citizenship (one natural sciences and mathematics lab LAF) Third Year Fall • Students invited to join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League • HON 250: Social Scientist (social and behavioral sciences LAF) • HON 340: Junior Colloquium (President or Dean teaches. P/N, no credit, meets twice each semester for 90 minutes) Spring • HON 230: Arts and the City (fine arts LAF) • HON 340: Junior Colloquium (same as Fall semester) Honors Program 215 Fourth Year Fall • Students may join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League in their fourth year • HON 200: Christian Vocation and the Search for Meaning II Spring • HON 490: Honors Senior Seminar Research Requirement: At some point before graduating, students must take at least two semesters of the following: • HON 450 Augsburg Honors Review • HON 460 Honors Disputation League • HON 470 Student/Faculty Research Collaboration Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without prior permission. • Residency: All Honors students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. HONORS COURSES. HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. HON 120 The Scholar Citizen An introduction to the Honors Program. Course content focuses on great (and significant) primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the medieval liberal arts trivium (grammar, rhetoric, logic). (includes theatre lab) HON 130 The Liberating Letters Problem-based or question-based interdisciplinary humanities course. Emphasizes public uses of knowledge; uses resources of Cities; and satisfies the public speaking skill. HON 111 Honors Introduction to Effective Writing Linked with HON 130, this effective writing course employs a rhetoric-based and argument focused approach to writing. HON 200 Christian Vocation and the Search for Meaning II Honors section of REL 200. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, formal systems. Fulfills graduation QR requirement. 216 Honors Program HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events. HON 240 Science, Technology, and Citizenship Multi-disciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. HON 250 The Social Scientist Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Makes substantial use of the resources of the Twin Cities. Travel Seminar May include a Center for Global Education 10-day seminar, other international travel, or domestic immersion trip. HON 340 Junior Colloquium: The Scholar as Leader Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (P/N; 0.0 credit, meets twice a semester for 90 minutes each seminar.) HON 380 Student-Created Learning Experience (SCLE) Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be .5 or 1.0 credit, may be traditional or P/N). HON 450 Augsburg Honors Review: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the Augsburg Honors Review. (0.0 credit, P/N only) HON 460 Honors Disputation: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving in the Disputation League. (0.0 credit, P/N only) HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the student/faculty research collaboration. (0.0 credit, P/N only) HON 490 Honors Senior Seminar This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying several great primary texts related to philosophy, rhetoric, vocation and meaning. INTERDISCIPLINARY STUDIES—INS I nterdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. LEADERSHIP STUDIES MINOR. Coordinator Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) BUS 242 Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) COM 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242 or 200) HIS 122 20th-Century United States INS 325 Building Working Relationships (WEC/Day) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) COM 321 Business and Professional Speaking COM 355 Small Group Communication (no prereq.) COM 410 The Self and the Organization (WEC) MIDDLE EAST STUDIES MINOR. The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. 217 218 Interdisciplinary Studies Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): ences, with at least one course to be selected in each area. 1. Language courses: one year (two courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. See International Relations, page 220. PEACE AND GLOBAL STUDIES MINOR. 3. Area courses: three courses distributed among the humanities and social sciINTERDISCIPLINARY COURSES. INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INTERNATIONAL RELATIONS I nternational relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill DEGREE AND MAJOR REQUIREMENTS. Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modern World or HIS 104 The Modern Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modern language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 368, 465 ECO 317, 360, 365 HIS 323, 346, 348, 350, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 382, 459 REL 356, 420 SOC 141 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modern Languages) SWK 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. 219 220 International Relations Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing: GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. S: one of the following IR electives: ECO 365, HIS 350, or PHI 355 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The peace and global studies minor focuses on the centrality of justice, tolerance, and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw International Studies 221 on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations program director for full program description. INTERNATIONAL STUDIES I nternational study at Augsburg aims to provide students the skills needed to be successful in today’s global world. The College’s strong commitment to a global perspective and its mission to “...nurture future leaders in service to the world,” provide the foundation to include international study in every student’s degree program. In addition to the following courses, students have over 200 programs in over sixty countries from which to choose the best opportunity for their discipline and personal needs. Contact Augsburg Abroad for advising on study abroad programs, finances, and academics. Augsburg Abroad is the front door for students and faculty interested in study abroad. More information about study abroad is located in the Augsburg Abroad section of this catalog. CENTER FOR GLOBAL. EDUCATION COURSES. ■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA (MEXICO)—FALL This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing approximately six weeks, and with Mexican host families for four to six weeks. All students will be expected to take POL/WST 359, REL/WST 366, and at least one Spanish course. In addition, they may choose between taking a second Spanish course or completing an internship or field research (independent study). Prerequisite: one college-level Spanish course or its equivalent. 222 International Studies SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. International Studies 223 REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. HIS/INS/POL/REL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ INTERNATIONAL BUSINESS AND GLOBAL CITIZENSHIP (MEXICO) — FALL This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The program includes intensive Spanish language instruction, a four-week family stay, a week-long seminar on international business in Mexico City, and short trips to other nearby regions in order to develop a broader perspective on globalization and international business issues. All students will take two Spanish language courses and BUS 495. For their fourth course, they may take Topics in Business Spanish, or complete an internship or independent study. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selection Latin American and Spanish texts that stimulate intellectual growth and promote culture understanding students review all the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) 224 International Studies SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversations in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Taught by Mexican instructors.s (Prerequisite: SPA 311 or equivalent.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices on contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or the equivalent.) BUS 495 Global Business Issues and Developing Countries: Mexico and Beyond. This course examines global economic conditions today and explores vital issues, such as exchange rates, trade balances, international joint ventures, resources, tariffs, trade barriers, government regulations’ shipping option, etc. Emphasis is on understanding issues from the perspective of both developed and developing countries, using Mexico as a case study. (Prerequisites.: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor). BUS/HIS/INS/POL/REL/SPA/WST 399 Internship The internship seminar is a rigorous academic course that involves not only approximately 100 hours of work experience and/or participant observation in a Mexican business, government agency, school, or other organization, but also participation in a seminar that explores cultural issues, organizational analysis, and personal and professional development through class discussions and written and oral assignments. Students seeking Spanish credit must receive approval from department chair to enrollment. International Studies 225 SPA 495 Topics in Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.) HIS/INS/POL/REL/WST 499 Independent Study Students who are highly independent and self-motivated may conduct independent, field-based research during the last third of the semester and participate in a seminar that explores fieldwork methods and cultural and ethical issues. This course option is intended for serious students who want to begin research related to a senior thesis or capstone project. ■ MIGRATION AND GLOBALIZATION: ENGAGING OUR COMMUNITIES (MEXICO)—SPRING This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. All students will be expected to take HIS/WST 357 and three of the following: POL/WST 341, one to two Spanish courses, an internship or independent study. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) 226 International Studies SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST 357 Mexican History, Culture, and Cosmovision This course traces the historical development of gender, class-based, and racial/ethnic oppression in Latin America from the Conquest to the present day, and explores the history of resistance and social change in Latin America. POL 341/WST 341 Globalization, Social Struggles, and the Environment Explores issues of globalization and social change in Mexico and analyzes political, social and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. HIS/INS/POL/REL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) International Studies 227 HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course or its equivalent. (Students may choose to study Spanish in Mexico during the month of January, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) 228 International Studies SWK 294 International Social Welfare: The Mexican Context Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the United States at large. SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). ■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA, EL SALVADOR, NICARAGUA)—FALL OR SPRING This program introduces students to the key issues facing Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. International Studies 229 Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following four courses: 1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) POL 459. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) 230 International Studies HIS/WST/ISS 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 459 Topics in Comparative Politics: Citizen Participation in Policy Formulation within a Globalized Economy — A Nicaraguan Case Study This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. ■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process — Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. International Studies 231 HIS 327 Racism and Resistance in Southern Africa and the United States: Struggles Against Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. HIS/INS/POL 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. HIS/INS/POL 499 Independent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor HECUA COURSES. ■ SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The curriculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union, and broader global politics. Students have the option of Norwegian language study or an independent study project. INS 372 Norwegian Language INS 377 Challenges of Globalization to the Scandinavian Welfare State INS 393 Scandinavian Art and Literature INS 394 Urbanization and Immigration INS 499 Independent Study (Students may choose either INS 372 or 499) 232 International Studies ■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND SPRING The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change INS 399 Internship INS 499 Independent Study (2 course credits) ■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE: BANGLADESH — SPRING The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s development is at the core of the program, as is hands-on experience through internship and independent study. INS 307 Culture and Society (1.5 credits) INS 313 Sustainable Development INS 399 Internship (1.0 credit) and INS 397 Internship (.5 credit) (total 1.5 credits) Or INS 499 Independent Study/Research (1.0 credit) and INS 497 Independent Study/Research (.5 credit) (total 1.5 credits) International Studies 233 ■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) ■ DIVIDED STATES OF EUROPE: GLOBALIZATION AND INEQUALITIES IN THE NEW EUROPE — SPRING The Divided States of Europe program examines the development of the European Union (EU), including its historical foundations and institutional basis, contemporary, democratic, and social challenges, and its expansion to include the former communist nation-states of Central and Eastern Europe. The program explores the relationship between the EU and globalization and, in particular, questions whether the EU adequately addresses the human dimensions of globalization. Scandinavia and Poland will be used as case studies throughout the program; Scandinavia because of its strong democratic credentials, relatively evenly distributed wealth, and unique range of experiences with the European integration project; Poland because of its tumultuous history, recent accession to EU membership, and role as a major supplier of migrant labor within Europe. INS 371 Ever Closer Union: The Challenge of European Integration INS 376 Included but Excluded? Globalization and Human Rights in Europe INS 499 Independent Study 234 LANGUAGES STUDIES AND CROSS-CULTURAL T he Department of Languages and Cross-cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. (A major in cross-cultural studies is being developed. See department chair or Academic Advising for details.) Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College’s affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-cultural Faculty Frankie Shackelford (Chair), Anita Fisher, Diane Mikkelson, Pary PezechkianWeinberg, Kate Reinhardt, Susana Sandmann, Donald Steinmetz, Dann Trainer, John vanCleve DEGREE AND MAJOR REQUIREMENTS. Major The major consists of ten courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, KEY 480, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Languages and Cross-cultural Studies 235 Minor Transfer Students The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture. All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. OTHER REQUIREMENTS. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Study Abroad A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Since spring term 2001, Augsburg College no longer offers a licensure program in modern languages. LANGUAGES AND CROSS-CULTURAL STUDIES COURSES. ■ AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) ■ CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ■ FARSI (FAR) FAR 111/112 Beginning Farsi I, II An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. 236 Languages and Cross-cultural Studies ■ FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 411 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) Languages and Cross-cultural Studies 237 FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. FRE 299 Directed Study See description on page 100. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. FRE 499 Independent Study/Research See description on page 100. ■ GERMAN (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 Topics in Literature, Culture, or Linguistics GER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) 238 Languages and Cross-cultural Studies GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: GER 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. GER 299 Directed Study See description on page 100. GER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. GER 499 Independent Study/Research See description on page 100. ■ JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. Languages and Cross-cultural Studies 239 ■ NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 411 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NOR 299 Directed Study See description on page 100. 240 Languages and Cross-cultural Studies NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NOR 499 Independent Study/Research See description on page 100. ■ OJIBWE (OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.: 111) ■ SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) Languages and Cross-cultural Studies 241 SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.: SPA 311 or consent of instructor. Spring) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SPA 299 Directed Study See description on page 100. SPA 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SPA 499 Independent Study/Research See description on page 100. 242 Mathematics MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MATHEMATICS—MAT M athematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg’s urban location allows students to gain experience working with mathematics through internships, cooperative education, and the colloquium course. Mathematics Faculty Matthew Haines (Chair), Pavel Belik, Tracy Bibelnieks, Suzanne Dorée, Kenneth Kaminsky, Jody Sorensen, John Zobitz Mathematics 243 DEGREE AND MAJOR REQUIREMENTS. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. Three supporting courses from the following list or substitutes with departmental approval: CSC 160 (recommended), CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ECO 490, ESE 330, FIN 331, MAT 163, MAT 173, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. No more than one of MAT 163, PSY 215, or SOC 362 may count toward the supporting courses. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Graduation skills in Critical Thinking (CT) and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 and the major or a course outside the department; consult your MAT adviser for recommendations. Also, consult your MAT adviser for requirements for meeting Quantitative Reasoning (QR). Students transferring in mathematics course(s) towards the major must consult their MAT adviser about potential additional skills courses needed. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with mathematics major except that two MAT electives and three supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355, 363, 374, 377 or approved 395; Three of CSC 160, ECO 112 or 113; MAT 163, MAT 173, ECO 318, ECO 490, or FIN 331. Computational Mathematics: Two of MAT 355, 363, 377, or approved 395; CSC 160, CSC 170; and either MAT 163 or CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; CSC 160 or MAT 163; PHY 121122 or CHM 115-116. Teaching Mathematics: MAT 252; MAT 287; MAT 314; ESE 330; CSC 160. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. 244 Mathematics Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as: CSC 160, MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.50 in MAT courses numbered above 200, 3.00 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. OTHER REQUIREMENTS. Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Mathematics 245 MATHEMATICS COURSES. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for MAT 137; MAT 137 or MPG 4 for MAT 138) MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) 246 Mathematics MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. (Prereq.: MPG 3) MAT 201 Communicating Mathematics (.5 course) An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count toward the mathematics major or minor. Completion of this course plus two MAT courses numbered above 250 taken at Augsburg that include significant speaking assignments satisfies the College’s speaking skill requirement. (Prereq.: MAT 146) MAT 245 Calculus III Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145. Also recommended: CSC 160) Mathematics 247 MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq. : MAT 145) Students are expected to have completed ENL 111 and either MAT 201 or a speaking skill course before enrolling in any MAT course numbered above 300. MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. (Prereq.: MAT 146, MAT 271. Also recommended: additional MAT course numbered 200 or higher) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 160) MAT 363 Chaotic Dynamical Systems Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. (Prereq.: MAT 146 and MAT 246, 247, or 271) MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) 248 Mathematics MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study courses: MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing) See also description on page 99. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 100. MEDIEVAL STUDIES T HIS 370 Late Middle Ages HUM 499 Keystone, Medieval Studies Project The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. One (1) of the following religion or philosophy courses: HIS 372 Medieval Church PHI 242 Medieval and Renaissance Philosophy REL 361 Church in the First Four Centuries REL 362 Theology of the Reformers he objective of Medieval Studies is to introduce students to the culture of the Middle Ages — its diverse history and beliefs, its arts and literature — and to the disciplinary and interdisciplinary skills necessary for its serious study. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), John Harkness (English), Martha B. Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik (Religion) DEGREE AND MAJOR REQUIREMENTS. Major Nine courses, including: Four (4) core requirements: HUM 120 Medieval Connections HIS 369 Early and Middle Ages One (1) of the following literature courses: ENL 330 Shakespeare ENL 332 Renaissance and Reformation ENL 360 The Medieval World ENL 361 The Classical Tradition One (1) of the following history of arts courses: ART 386 Medieval Art ART 387 Renaissance and Baroque Art MUS 231 History and Literature of Music I THR 361 Theatre History and Criticism I Two (2) electives from the following courses: HIS 374 Medieval Crusades HIS 440 Monks and Heretics POL 380 Western Political Thought Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 249 250 Medieval Studies Minor Quantitative Reasoning (QR) Skills Five courses including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). OTHER REQUIREMENTS. Language Requirement Students must take one year of collegelevel Latin or other medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement. Fulfilled outside the major. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of adviser is required for all Augsburg Experiences related to Medieval Studies. COURSES. HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections) This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) For other course descriptions, please refer to the specific departments elsewhere in the catalog. METRO-URBAN STUDIES—INS M etro-Urban studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, social work, art, and other related disciplines. Metro-Urban studies is designed to blend classroom, theory, field studies, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies introduces students to the wide variety of careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College’s location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, Keith Gilsdorf, Stella Hofrenning (ECO), Michael Lansing (HIS), Lars Christiansen, Nancy Fischer (SOC), Michael Shock (SWK), Kristin Anderson (ART) DEGREE AND MAJOR REQUIREMENTS. Major Ten courses including: ECO 113 Principles of Microeconomics POL 122 Metropolitan Complex SOC 111 Community and the Modern Metropolis HIS 316 U.S. Urban Environmental History or HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 Political/Statistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 251 252 Metro-Urban Studies Minor POL 122, SOC 111, HIS 316/225/ 249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. METRO-URBAN STUDIES COURSES. Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. INS 299 Directed Study See description on page 100. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 Independent Study/Research See description on page 100. (Prereq.: POL 484 or SOC 363) ■ URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. URBAN STUDIES COURSES. ■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Contested Theories of Poverty, Inequality and Social Change Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Metro-Urban Studies 253 INS 359 Field Seminar: Social Policy and Anti-Poverty Strategies in Theory and Practice Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 99. ■ II. CITY ARTS—SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Arts Praxis Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 Creating Social Change: Art and Culture in Political, Social and Historical Context Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 99. ■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC POLICY — FALL Focuses on the social, scientific, ecological, and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions of Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship and Field Methods (2 course credits) ■ IV. WRITING FOR SOCIAL CHANGE INS 354 Reading for Social Change: Writing in Context INS 355 Writing for Social Change: Creative Writing Workshop INS 399 Internship and Integration Seminar (2 course credits) ■ V. SEE HECUA UNDER INTERNATIONAL STUDIES 254 MUSIC—MUS T he Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three music degree programs and five majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The music department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Full-time Faculty Robert Stacke (Chair), Jill Dawe, Douglas Diamond, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Marv Dahlgren, Bridget Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Megan Holroyd, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Kathy Kienzle, Rena Kraut, Steve Lund, K. Christian McGuire, Laurie Merz, Vladan Milenkovic, Rick Penning, Michael Petruconis, O. Nicholas Raths, Andrea Stern, Sonja Thompson, Shannon Wettstein, Angela Wyatt Fine Arts Manager Randall Davidson Fine Arts Coordinator Cathy Anderson Fine Arts Facilities Manager Karen Mulhausen DEGREES/MAJORS. Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a certified music therapist. Music 255 Music Minor Music Music business **All music majors and music minors** must choose and apply to a degree program by the end of their fourth semester of study. Degree and GPA requirements and applications are in the Music Department Student Handbook. Transfer students should meet with a music degree adviser as soon as possible after enrolling at Augsburg. DEGREE AND MAJOR. REQUIREMENTS. Music Core MUS 101 MUS 111 MUS 102 MUS 112 MUS 201 MUS 211 MUS 202 MUS 212 MUS 231 Materials of Music I Aural Skills I Materials of Music II Aural Skills II Materials of Music III Aural Skills III Form and Analysis Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music II Piano Proficiency Test (see Music Department Handbook) Music Repertoire Tests (see Music Department Handbook) Graduation Skills for Music Majors: The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the music major. Consult the department chair or an academic adviser for requirements for meeting the Writing (W) and Quantitative Reasoning (QR) graduation skills. For the music major, the graduation skill in Speaking (S) will be met by completing the following course: Bachelor of Arts in Music: S: MUS 341 — Basic Conducting Bachelor of Arts in Music with a Music Business Concentration: S: MUS/BUS 105 — The Music Business Bachelor of Music Performance: S: MUS 341 — Basic Conducting Bachelor of Music Education: S: MUS 341 — Basic Conducting MUP 1xx-4xx Performance Studies Bachelor of Science in Music Therapy: S: MUS 363 — Expressive/Creative Arts in Healing MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit) Transfer Students and Graduation Skills: Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 121: Large Augsburg Ensemble Four to eight semesters in accordance with degree requirement ■ BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study 256 Music or desire to enter one of the many music related business fields most often choose this course of study. Faculty Adviser: Douglas Diamond Requirements Music core and: MUS 341 Basic Conducting MUS 458 Senior Recital One (1.0) credit of approved courses outlined in the Music Department Student Handbook. One (1.0) credit of upper division music courses. MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music Business Major The music business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed for the music/business student). Faculty Adviser: Ned Kantar B.A. in Music with Music Business Concentration Requirements: Music core and: ECO 113 Principles of Microeconomics MIS 260 Problem Solving ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking MUS 458 Senior Recital MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 121 Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music 257 B.A. in Business Administration with Specialization in Music Business MUS 232 History and Literature of Music II Requirements: One (1.0) credit of additional music courses ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing FIN 331 Financial Management MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — OR — 2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, II MUS 111, 112 Aural Skills I, II MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUE 111 or 112 or 114 or121 & MUP 1xx-2xx Performance Studies (.25 credit) Four semesters in a large Augsburg ensemble and four (.25 credit) semesters of performance studies in the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I MUS/BUS 399 Internship (approved for the Music Business Minor) One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship 258 Music All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) ■ BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. Faculty Advisers: Robert Stacke—Instrumental Peter Hendrickson—Vocal Requirements Music core and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 211 Minnesota American Indians EDC 220 Educational Technology EDC 310 Learning and Development ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two areas of emphasis: Vocal emphasis: MUS 251-254 Diction (.25 credit each=1.0) MUS 342 Choral Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) MUS/THR 235 Music Theatre (.5 credit) Instrumental emphasis: MUS 344 Instrumental Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) two semesters, OR MUS 129 one semester AND MUS 143 one semester Music elective (1.0 credit) MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/voice (first year) MUP 2xx-4xx Performance Studies (.5 credit) Six semesters of hour lessons in the major instrument/voice (second, third, fourth year) A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instru- Music 259 ment/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 121 (.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds and percussion, Band; strings, Orchestra; voice, Choir). You must participate in the ensemble for which you want to teach. (total= 2.0 credits) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) Two semesters in a chamber music course on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice ■ BACHELOR OF MUSIC Music Performance Major A focused classical training program designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and studio teaching, professional performance opportunities, auditions, and graduate school. Acceptance to the program is by application and audition (see Handbook). Faculty Adviser Jill Dawe Requirements Music Core and: MUP 1xx Performance Studies Two semesters of half hour lessons (0.25 credit) in major instrument MUP 2xx-4xx Performance Studies Six semesters of one hour lessons (0.5 credit) in major instrument MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) At least four semesters Chamber Music playing on major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) (see Handbook) MUE 111 or 114 or 121or 141 Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 Diction (0.25 credit each) MUS 435 Voice Repertoire (0.5 credit) MUS359 Music Methods: Voice/Choral Elective (1.0 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 Opera Workshop. Keyboard Majors: MUS 436 Piano Repertoire MUS 456 Piano Pedagogy Elective (1.0 credit) Instrumentalists: MUS356 MusicMethods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) Electives (1.5 credit) 260 Music ■ BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a four-and-one-half-year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser: Roberta Kagin Requirements Music core and: MUS 271 Music Therapy Techniques and Materials MUS 274, 275 Music Therapy Practicums MUS 363 Expressive and Creative Arts in Healing MUS 372, 375 Psychological Foundation of Music I, II MUS 374, 375 Music Therapy Practicums MUS 473 Music Therapy Senior Seminar MUS 474, 475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half Senior Recital EDC 410 The Learner with Special Needs PSY 105 Principles of Psychology PSY 262 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods II: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 215 Research Methods: Design Procedure, and Analysis I MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/ Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: Music 261 • submit an application for admission during the first semester of residency at Augsburg • submit a copy of a current academic transcript and transferred credits with the application • submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Department Student Handbook) • complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student’s performance at his or her first jury. Departmental Honors Students may apply for departmental honors by submitting an honors project proposal to the music faculty during the first semester of the senior year. Students submitting a proposal should include a transcript showing a cumulative GPA of 3.00 or higher in music courses, and a brief resume outlining their experience, performances, work, research, leadership roles, and study. The honors proposal should clearly outline a project that goes well beyond required coursework, and could include but is not limited to one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Registration in performance studies in the major instrument/voice is required during the semester in which a degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate junior and senior recitals. Recitals are graded on a pass/fail basis. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other non-degree student recitals may be considered for departmental sponsorship. All music degree recitals must meet the academic guidelines set forth in this catalog. • B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. • B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. • B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. ■ EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. 262 Music MUSIC COURSES. Many music courses are offered alternate years. Consult the registrar’s website <www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each term. ■ THEORY AND MUSICIANSHIP MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 201 Materials of Music III (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.00) MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) MUS 311 Composition I (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Music 263 MUS 312 Composition II (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) ■ HISTORY AND LITERATURE MUS 130 Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232) Each course in the MUS 331-334 sequence offers a detailed investigation of Western European classical music from a specific era: Baroque, Classical, Romantic, or 20th Century. Significant repertoire is studied within cultural and historical contexts; listening is emphasized; and each course fulfills the LAF required skill in writing. 264 Music MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or permission from instructor) MUS 436 Piano Repertoire (.5 course) A study of piano literature from the 17th century to the present. (Prereq.: MUS 231, 232) ■ MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano, and percussion with application for the use of these instruments for music therapy. MUS 363 Expressive and Creative Arts in Healing An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Music 265 MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. ■ MUSIC BUSINESS MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. This course is also offered as BUS 105. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS/BUS 105) ■ METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS (.5 course) MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) (.5 course) 266 Music MUS 359 MUSIC METHODS: VOCAL MUS 456 Piano Pedagogy (.5 course) (.5 course) Explores methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that fulfills the LAF Augsburg Experience requirement. ■ APPLIED SKILLS AND GROUP LESSONS MUS 129 Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155A Class Piano (.25 course) This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading, and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Music 267 MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) ■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING MUP 1xx-4xx Performance Studies Performance Studies provide a unique opportunity for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background, and goals of the student. Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits (one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). First-years may qualify to have their lesson fee waived (one instrument per semester for half-hour weekly lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department. Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the student. Please check with the music office or use the search option on AUGNET Records and Registration to get the correct course section for instruments with more than one teacher. MUP 111-211-311-411 Voice MUP 132-232-332-432 Bassoon MUP 116-216-316-416 Electric Bass MUP 133-233-333-433 Clarinet MUP 121-221-321-421 Violin MUP 134-234-334-434 Saxophone MUP 122-222-322-422 Viola MUP 135-235-335-435 Flute MUP 123-223-323-423 Cello MUP 137-237-337-437 Horn MUP 124-224-324-424 Bass MUP 141-241-341-441 Trumpet MUP 131-231-331-431 Oboe MUP 142-242-342-442 Trombone MUP 143-243-343-443 Baritone MUP 181-281-381-481 Organ MUP 144-244-344-444 Tuba MUP 191-291-391-491 Harp MUP 152-252-352-452 Piano MUP 192-292-392-492 Improvisation MUP 161-261-361-461 Guitar MUP 193-293-393-493 Composition 268 Music MUP 171-271-371-471 Percussion The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor. MUE 113 Vocal Chamber Music (.0 course) MUE 122 String Chamber Music (.0 course) MUE 125 Guitar Chamber Music (.0 course) MUE 131 Woodwind Chamber Music (.0 course) MUE 142 Brass Chamber Music (.0 course) MUE 144 Percussion Chamber Music (.0 course) MUE 145 Piano Chamber Music (.0 course) MUE 143 Jazz Ensemble (.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. MUE 294 Opera Workshop (1.0 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUE 494 Opera Workshop (.25 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUP 159 Piano accompanying Professional accompanying/weekly coaching for singers and instrumentalists. Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and coaching with a professional pianist. MUP fee schedule applies. (see Handbook) MUS 358 Junior Recital (.0 course) B.M. candidates only. One-half hour recital at repertoire level III for music education majors, one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.0 course) One-half hour recital at repertoire level III for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.0 course) B.M. candidates only. One hour recital at repertoire level IV for Music Education majors, one hour recital at level V for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. Music 269 LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency. Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers of Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) ■ INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MUS 299 Directed Study See description on page 100. MUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 Independent Study/Research See description on page 100. Open only to advanced students upon approval of the faculty. 270 NATURAL SCIENCE TEACHING LICENSURES T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. LICENSURE REQUIREMENTS. Broad Base Requirements (also for 5-8 general science licensure) GEO XXX Introductory Geology (taken off-campus) SCI 106 Introductory Meteorology BIO 121 Human Biology and Lab BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—B.A. in Life Sciences (for licensure in biology 5-12) Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology courses are required, along with: Two additional science courses chosen from the following list: PHY 101 Astronomy SCI 106 Meteorology An introductory geology course Natural Science Teaching Licensure 271 Chemistry Major (for licensure in chemistry 9-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II CHM 351 Organic Chemistry I CHM 352 Organic Chemistry II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 or BIO 367 One year of general physics — PHY 121, 122 General Science (for licensure for grades 5-8) If added to life science Chemistry or Physics, will expand license to 5-12 CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II BIO 102 Biological World BIO 121 Human Biology SCI 106 Introduction to Meteorology GEO XXX Introductory Geology (taken off-campus) Physics Major (for licensure in physics 9-12) Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent) CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II 272 NORDIC AREA STUDIES—NAS N ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. Minor Four upper division courses. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modern Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: NAS 352 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. NORDIC AREA STUDIES COURSES. NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. Nordic Area Studies 273 NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NAS 299 Directed Study See description on page 100. NAS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NAS 499 Independent Study/Research See description on page 100. NORWEGIAN See listing under Languages and Cross-cultural Studies. 274 NURSING—NUR T he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the healthcare field. The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own private practices. Wherever they work, nurses provide comprehensive health care for persons, groups, and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor’s degree equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg’s nursing program, which leads to a bachelor of science degree with a major in nursing, is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Magdeline Aagard, Marty Aleman, Katherine Baumgartner (Coordinator BSN program in the Minneapolis/St. Paul), Ruth Enestvedt (Coordinator of Augsburg Central Nursing Center), Joyce Miller, Sue Nash (Coordinator BSN program in the Minneapolis/St. Paul), Joyce Perkins, Pauline Utesch Adjunct Faculty: Linda Holt (Coordinator BSN program in the Minneapolis/St. Paul), Tabitha Hanson, Jeannie Jacobson, Barbara Knutson, Susan Loushin, April Morehouse, Deborah Schuhmacher, Debra Zaffke DEGREE AND MAJOR REQUIREMENTS. Major Seven courses including: NUR 300 Trends and Issues in Nursing NUR 305 Communication NUR 306 Paradigms in Nursing NUR 403 Families and the Life Cycle NUR 410 Community Health Nursing I NUR 411 Community Health Nursing II NUR 490 Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The Critical Thinking (CT) graduation skill is embedded throughout the required courses in the nursing major and is met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: NUR 305 — Communication Consult the department chair or an academic adviser for requirements for meeting the Writing (W) and Quantitative Reasoning (QR) graduation skills. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an adviser about potential adjustments to their course requirements to fulfill each of these graduation skills. The program has been planned so that courses in the nursing major can be completed over 15 months (full-time study, two courses per term) with a summer Nursing 275 break; however, students may pursue their studies at a slower and more flexible pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with BSN admissions staff in the Adult and Graduate Admissions Office for program planning. Departmental Honors Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Note regarding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on page 94. ENTRANCE REQUIREMENTS. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.20 GPA. 2. Graduation from a nationally accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.50 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have an updated immunization record. 276 Nursing Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a nursing degree. Nursing courses at Augsburg are available evenings and weekends. Nursing classes usually meet on alternate weekday evenings for three-to-four-hour time blocks. Clinical practicum requirements usually occur on weekdays. Optional immersion practicums abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus; at United, Mercy, Unity, and Children’s Hospitals in St. Paul, Coon Rapids, and Fridley, Minn.; and in Rochester, Minn. NURSING COURSES. NUR 300 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment.) NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. (Prereq.: NUR 300 or concurrent enrollment.) NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. (Prereq.: NUR 305 and 306, or consent of instructor.) NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105, completion of NUR 300-level courses.) NUR 411* Community Health Nursing II Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) Nursing 277 NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300 level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) See description on page 100. Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and clinical practicum hours. 278 PHILOSOPHY—PHI P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach DEGREE AND MAJOR REQUIREMENTS. Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 20th-21st Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for course listing. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy 279 Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. PHILOSOPHY COURSES. PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) 280 Philosophy PHI 260 Philosophy and the Arts Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). PHI 344 History of Philosophy IV: 20th-21st Century Philosophy The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy. Focus of study is on major texts of these movements. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of knowing, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 370 Existentialism Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Philosophy 281 PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 388 Seminar in Philosophy This course focuses on one philosopher, one philosophical writing, and/or on one topic in philosophy. Students work on preparing an in-depth thesis paper on some aspect of the course through discussion of the course material. Short lectures are used to introduce students to the material followed by discussion and debate to move students into the depths of the material. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor. Offered annually) PHI 490 Keystone This course integrates the student’s general education experience with an overview of specific themes in philosophy. Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHI 299 Directed Study See description on page 100. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHI 499 Independent Study/Research See description on page 100. PHYSICAL EDUCATION See listing under Health, Physical Education, and Health Fitness. 282 PHYSICS—PHY P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Jeffrey Johnson, David Murr, Ben Stottrup, David Venne Physics Research Staff Jennifer Posch DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Major Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II Physics 283 MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 247 (or PHY 327) during the sophomore year. 284 Physics Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II PHYSICS COURSES. PHY 101 Introductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) Physics 285 SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratory/lecture periods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theatre. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) 286 Physics PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory I (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) Physics 287 PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses: PHY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHY 299 Directed Study See description on page 100. PHY 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHY 499 Independent Study/Research See description on page 100. Open to juniors and seniors with departmental approval. 288 POLITICAL SCIENCE—POL F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Joseph Underhill (Chair), Andrew Aoki, Milda Hedblom, Elizabeth Klages, Norma Noonan, John Shockley DEGREE AND MAJOR REQUIREMENTS Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 Political/Statistics/Methodology POL 484 Political Analysis Seminar Required elective—one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: S: POL 325, POL 326, or POL 380 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Political Science 289 Pre-Law Concentration in Political Science POL 160 POL 170 Major: 11 courses required III. Four Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 370 POL 371 POL 381 POL 421 POL 461 ECO 312, 313, 413 (only one of these can be used for this requirement) SOC 381 Specific Required Courses — six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 Electives — five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science Major: 11 courses required. I. Six Specific Courses ECO 112 or 113 POL 121 or 122 POL 325 OR 326 POL 399 (internship must be approved by political science adviser) ECO 490, POL 483, or SOC 362 (only one can be used for this requirement) POL 484 II. One Course from the Following: POL 121 POL 122 POL 124 POL 140 POL 158 NOTES 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. If both POL 325 and 325 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. 4. Only one economics course (either 312, 313, or 413) can be counted toward the four courses required in Section III. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. 290 Political Science Minor NOTES Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. 1. POL 140 can be substituted for POL 122, with adviser approval. Pre-Law Minor: six courses required 3. Only one economics course (either 312, 313, or 413) can be counted toward the three courses required in Section II. Four Required Courses: POL 121 POL170 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 SPC 111 Two Electives: Two courses from the choices below: POL 350 POL 370 POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor: 6 courses required I. Three Specific Courses POL 121 or 122. POL 325 OR 326 POL 399 (internship must be approved by adviser) II. Three Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 381 POL 421 POL 461 ECO 312, 313, or 413 SOC 381 2. If both POL 325 and 325 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division economics course Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social Studies — Capstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses Political Science 291 In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. POLITICAL SCIENCE COURSES. ■ I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government — including Congress, the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) 292 Political Science POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) ■ II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) Political Science 293 POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) ■ III. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence) ■ IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) 294 Political Science POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) ■ V. POLITICAL THEORY AND ANALYSIS POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Science 295 ■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses: POL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 100. POL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. POL 499 Independent Study/Research See description on page 100. 296 PSYCHOLOGY—PSY P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg’s active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty David Matz (Chair), Barbara Curchack, Grace Dyrud, Stacy Freiheit, Lisa Jack, Bridget Robinson-Riegler, Nancy Steblay DEGREE AND MAJOR REQUIREMENTS. Major The major is 10 courses Foundations of Psychology (five courses) PSY 105 Principles of Psychology PSY 215 Research Methods and Statistics I PSY 315 Research Methods and Statistics II At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues Professional Perspectives (two courses) PSY 399/396 Internship At least one course from the following: PSY 201 Health Psychology PSY 263 Sports Psychology PSY 357 Behavioral Analysis PSY 359 Assessment PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology PSY 410 Clinical Neuropsychology Electives (three courses in psychology) Majors are strongly encouraged to take more than the minimum 10 required psychology courses; no more than 13 course credits can count for graduation. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, and 499 may be counted. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academ- Psychology 297 ic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County Courts. See department chair for specific requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.00 in the major and 3.50 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399/396, and 499 may be counted. 298 Psychology PSYCHOLOGY COURSES.. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods and Statistics I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) Psychology 299 PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: PSY 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. (Prereq.: PSY 105) PSY 315 Research Methods and Statistics II Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 357 Behavior Analysis Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with junior standing) 300 Psychology PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 381 Historical Perspectives Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with junior standing) PSY 385 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 410 Clinical Neuropsychology The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent of instructor) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 315 or consent of instructor) Psychology 301 Internships and Independent Study Courses. PSY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 100. (Prereq.: PSY 105) PSY 399/396 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Weekly class meetings are required for this course. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. The internship satisfies the Keystone requirement. (Prereq.: PSY 315) PSY 499 Independent Study/Research See description on page 100. (Prereq.: PSY 315) 302 RELIGION, YOUTH MINISTRY—REL, YFM R eligion asks questions and seeks answers fundamental to humanity’s search for meaning: Who are we as human beings? (Who am I?) What is our relationship with each other, with the natural world, and with God? (What is my place in the world? What am I called to do?) What do good and evil mean in this time and this place? (Do I — or how do I — understand these concepts differently than those from different times and ages?) The study of religion, including inquiry into the history and traditions of Christianity, exploration of other major world religious traditions, study and interpretation of the Hebrew Bible and New Testament, and reflection on vocation, is central to the mission and vision of Augsburg College. At the center of the AugCore, Augsburg’s general education program, are courses in the Religion Department. In these courses, students are challenged and equipped to articulate what they believe and to see that what they believe matters. These courses also ground students who wish to major or minor in Religion or Youth and Family Ministry, where they may more explore more deeply the interpretation of the Bible, church history, theology, world religions, spirituality and spiritual practices, as well as the practical aspects of the life and work of the church. Augsburg is a college of the Evangelical Lutheran Church in America (ELCA), and this means that we are eager to engage in dialogue with Christians of all denominations and with people who practice other spiritual traditions or claim no religious beliefs. We challenge all our students to respect and learn from one another and to AND FAMILY think critically about matters of faith and reason. Religion Faculty Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma GENERAL REQUIREMENTS. Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Graduation Requirements Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology Religion 303 at another college may take REL 300 in place of the College REL 100 and 200 requirement; consult the registrar’s office. Advising All majors must have an adviser in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student’s senior year. RELIGION—REL A religion major serves as a strong foundation in the liberal arts. It prepares students for professional work and/or graduate studies in a wide array of fields. Certainly, students interested in seminary and ministry are well-served by an undergraduate religion degree. Students who wish to pursue graduate studies in theology, religious studies, sacred scripture, or church history are also good candidates for a religion major. Students interested in graduate studies in most any field in the humanities and social sciences could choose a religion major. Law schools and other professional schools, including medical schools, are attracted to students with a religion degree and the skills of analytic reading, critical thinking, writing, and speaking acquired in pursuit of that degree. DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Religion Major Eight courses including: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 210 Research Methods in Religion REL 495 Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: REL 302, 386 or consult with your adviser for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 304 Religion Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Religion Minor Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted toward the major or minor. One or two courses in youth and family ministry (YFM) may count toward the religion major or minor. Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) RELIGION COURSES. REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. REL 120 Religion and Science in Popular Culture This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100) REL 205 Exploring Topics in Religion This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. (Prereq.: REL 100, 111, 221, 300, or 331; also ENL 111 or 112 or HON 111) REL 206 Apostles of Hope This course will explore how Israel adapted, resisted, fractured into sects, and was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of the Roman order? Religion 305 REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. REL 301 Interpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 302 Interpreting the New Testament Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. REL 306 Non-Western Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 309 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. REL 313 Environmental Theology and Ethics An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand’s contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. 306 Religion REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia. REL 353 Denominations and Religious Groups in America A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin American culture and politics. Focuses on the relationship between theology and social/political transformation. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300) REL 378 Medieval Church (See description under HIS 378) REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). Religion 307 REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. REL 405 Lilly Scholar Seminar I (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 406 Lilly Scholar Seminar II (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 425 Christian Spiritual Practices A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 480 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. 308 Religion REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 490 Topics in Religion Selected topics in religion. REL 495 Religion Keystone This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: REL 210) Internships and Independent Study Courses: REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Limited to special cases. REL 299 Directed Study See description on page 100. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. REL 499 Independent Study/Research See description on page 100. For religion majors only. See department listing for a description of the following approved electives: PHI 350 Philosophy of Religion SOC 260 Religion and Society YOUTH AND FAMILY MINISTRY—YFM Youth and Family Ministry Major In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off-site field work. A youth and family ministry minor is also offered. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: REL 302 W: REL 362 and REL 495 Consult your YFM academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Course Maximums A student majoring in YFM may take apply up to 15 courses from the religion department toward graduation if they are required to take REL 100 and 200, and the 15th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. If the student is required to take REL 300, they may apply up to 14 courses if the 14th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. Associate in Ministry (A.I.M.) Course work completed with the major fulfills part of the requirements for Associate in Ministry (A.I.M.) status within the Evangelical Lutheran Church in America. Students interested in A.I.M. certification should consult with their home synod and with a YFM adviser no later than their second year. Youth and Family Ministry Major Fourteen courses including: Theology core (6 courses): REL 210 Research Methods in Religion REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 481 Contemporary Theology REL 495 Religion Keystone Youth and family ministry core (4 courses): YFM 208 Vocational Formation I [required non-credit experience] YFM 209 Vocational Formation II [required non-credit experience] YFM 235 Foundations for Ministry with Youth and Families YFM 305 Ministry Practices YFM 358 Life and Work of the Church YFM 399 Internship Youth and family ministry electives (2 courses): YFM 205 Exploring Topics in Youth and Family Ministry (students will choose two topics courses from a list of 0.5 credit courses) One REL or YFM course from the following list: 309 310 Youth and Family Ministry YFM 232 Peer Ministry YFM 316 Church and Culture in Context REL 343 Theology of Marriage and Family REL 345 The Lutheran Heritage (required for A.I.M. certification) REL 353 Denominations and Religious Groups in America REL 356 World Religions REL 357 Giants of Christian Faith REL 425 Christian Spiritual Practices Youth and Family Ministry Minor and three supporting courses: SOC 231 Family Systems: A Cross-Cultural Perspective PSY 105 Principles of Psychology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development or SWK 260 Humans Developing One Bible survey course from: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament Note: A student with a youth and family ministry major or minor may not also major or minor in religion. The minor consists of the following five courses: YFM 235 Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 Ministry Practices YFM 358 Life and Work of the Church One theology course from: REL 362 Theology of the Reformers REL 481 Contemporary Theology and one course from the theology core, YFM core, or YFM electives as listed in the major. YOUTH AND FAMILY MINISTRY COURSES. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course) Exploring Topics in Youth and Family Ministry features a selection of halfcredit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as Outdoor Ministry, Service Learning, Program Administration and Planning, Youth Culture and Religion, Communications, Media, Music and Ministry, and Ministry with Youth on the Margins. YFM 208 Vocational Formation I (.0 course) A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. YFM 209 Vocational Formation II (.0 course) A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. (Prereq.: YFM 208) Youth and Family Ministry 311 YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Foundations for Ministry with Youth and Families An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what faithful ministry might look like in a specific location. YFM 305 Ministry Practices This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. (Prereq.: YFM 235) YFM 316 Church and Culture in Context A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. YFM 358 Life and Work of the Church This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “post-modern” churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235) YFM 399 Internship The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. (Prereq.: YFM 235 and YFM 305 or 358) SCANDINAVIAN STUDIES See Nordic Area Studies. 312 SOCIAL STUDIES TEACHING LICENSURE S tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics HIS 120 America to 1815 or HIS 121 19th-Century United States or HIS 122 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor’s degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. SOCIAL WORK—SWK S tudents in social work are preparing to engage in professional practice with individuals, families, groups, communities, and organizations. Students learn to become skilled at designing change strategies with clients that promote individual change, social justice, and empowerment. The curriculum includes classroom instruction and agency practice in human development in a social context, social work skills, history of social work and social welfare in the United States, analysis of social welfare policy, and social science research. In and out of the classroom, students study privilege and oppression and engage with diverse communities. In the end, our students are prepared to practice in a global society and in international settings. Those graduating with a social work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. Both the baccalaureate and graduate social work programs are accredited by the Council on Social Work Education. Social work graduates embody the Augsburg College motto, “Education for Service.” One example of this motto in action is the extensive service learning and practica assignments embedded in the social work curriculum. Students begin service learning early in their major and engage in over 400 hours of agency based training, supervised by licensed social workers. The Twin Cities offers a variety of innovative and professional programs and agencies. Students are encouraged to train with and learn from these local, regional, and national leaders in social work. 313 The social welfare minor offers students from other disciplines the opportunity to gain knowledge about the history of social work and social welfare, human development in a social context, and experience with agency and community social work. Social Work Faculty Anthony Bibus (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Christina Erickson, Annette Gerten, Barbara Lehmann, Curt Paulsen, Nancy Rodenborg (Undergraduate Field Coordinator), Glenda Dewberry Rooney, Michael Schock (Undergraduate Program Director), Maryann Syers (Field Education Coordinator), Tan Ngoh Tiong DEGREE AND MAJOR REQUIREMENTS. Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice 1: With Individuals SWK 307 Field Work 1: Integrative Seminar SWK 316 Social Work Practice 2: With Families and Groups SWK 317 Field Work 2: Integrative Seminar SWK 402 Research 1: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 2: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 3: With Communities and Policies SWK 407 Field Work 3: Integrative Seminar SWK 417 Field Work 4: Integrative Seminar SWK 490 The Social Worker as Professional 314 Social Work and seven supporting courses: BIO 121 Human Biology and Lab PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 265 Race, Class, and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 280 Diversity and Inequality in Professional Practice A minimum grade of 2.0 is required for each core course and a 2.00 cumulative GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing SWK 406. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Admission to the Major Students must apply to be admitted to the degree program in social work. This application process, called candidacy, is subsequent to and separate from admission to Augsburg College. The initial candidacy application is completed in the spring term of the sophomore year or in the summer months for junior transfer students. Each social work major must complete the application materials and be officially admitted to the social work program before beginning the first field practicum in the junior year. Social work majors must have a cumulative 2.20 G.P.A. to enter the pro- gram. Students who do not meet this minimum G.P.A. standard will be given an opportunity to explain their G.P.A. and may subsequently be considered for conditional admission. Admission to the program is required as a pre-requisite for those 300 and 400 level courses restricted to social work majors only. Contact the Social Work Department for details. Departmental Honors The social work department offers students the opportunity to earn Departmental Honors through the completion of an applied or scholarly project. Students may apply for Departmental Honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to two courses as P/N (in addition to the integrative field seminars, which are graded P/N) and must complete a minimum of 14 traditionally graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with your adviser or program director for complete details and deadlines. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 3: With Communities and Polices SOC 265 Race, Class, and Gender and one course from: Social Work 315 POL 121 POL 158 POL 325 American Government and Politics Political Patterns and Processes Politics and Public Policy SOCIAL WORK COURSES. ■ COURSES OPEN TO ALL STUDENTS SWK 210 Environmental Justice and Social Change This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationship between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. (Elective credit) SWK 230 Global Peace and Social Development This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. (Elective credit) SWK 257 Exploring Human Services In this service learning course, students explore human services and especially social work as a major and as a career. In addition to attending class, students work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups. SWK 260 Humans Developing This course helps students to examine critically factors influencing human growth and development within diverse and oppressed groups. Students come to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals, groups, and families. SWK 280 Diversity and Inequality in Professional Practice This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or concurrent registration: SOC 265 Race, Class and Gender) SWK 301 History and the Analysis of Social Policy The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. (Prereq.: junior standing or consent of instructor) 316 Social Work SWK 406 Social Work Practice 3: With Communities and Policies Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. (Prereq.: senior standing or consent of instructor) ■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY SWK 306 Social Work Practice 1: With Individuals Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. SWK 307 Field Work 1: Integrative Seminar Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 307 is concurrent with SWK 306 and is the first of two courses required in the junior year practicum, P/N grading only.) SWK 316 Social Work Practice 2: With Families and Groups Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. SWK 317 Field Work 2: Integrative Seminar This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 317 is concurrent with SWK 316 and is the second of two courses required in the junior year practicum, P/N grading only.) SWK 402 Research 1: Fundamentals of Social Work Research and Evaluation (0.5 course) Students are introduced to basic social research methods commonly used in social work research. Students learn how to access and understand current knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing research strategies as applied to practice evaluation. (This half course is in sequence with SWK 403 and is concurrent with SWK 406 and SWK 407.) Social Work 317 SWK 403 Research 2: Evaluation of Social Work Practice and Programs (0.5 course) Building on the work in SWK 402, students plan and complete an evaluation of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative and qualitative information. (Prereq.: SWK 402 and MPG 3. This course is concurrent with SWK 417 and SWK 490.) SWK 407 Field Work 3: Integrative Seminar Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 402 and SWK 406, and is the first of two courses required in the senior year practicum, P/N grading only.) SWK 417 Field Work 4: Integrative Seminar This course is a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 417 is concurrent with SWK 403 and SWK 490, and is the second of two courses required in the senior year practicum, P/N grading only.) SWK 490 The Social Worker as Professional This course, which meets the senior keystone course requirement in the Augsburg Core Curriculum, is the summative seminar in the social work major. Students learn organizational analysis and methods for agency change as well as reflect on vocation in social welfare, engage in career planning, study ethical practice principles, and prepare to engage in professional social work practice. (Prereq.: senior social work status required. This course is concurrent with SWK 403 and SWK 417.) Internships and Independent Study Courses: SWK 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 100. SWK 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SWK 499 Independent Study/Research See description on page 100. 318 SOCIOLOGY—SOC S ociology is the scientific study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg’s metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in research, management, and human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. Sociology Faculty Tim Pippert (Chair), Lars Christiansen, Nancy Fischer, Garry Hesser, Diane Pike, James Vela-McConnell DEGREE AND MAJOR REQUIREMENTS. Students may choose to pursue the core sociology major or they may opt for a specialized, interdisciplinary concentration within the major. Core Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces an excellent set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students and serve them well. Thus, these required and sequenced courses are also the core of the concentrations that allow students to pursue their electives in a direction that adds other skills related to areas of interest. Those concentrations include: community studies, crime and deviance, law and society, organizational studies, and social psychology. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core major: SOC 121 Introduction to Human Society SOC 362 Statistical Analysis SOC 363 Research Methods SOC 485 Sociological Theory SOC 490 Senior Seminar Sociology 319 At least three of the following upper-division courses (Prereq: SOC 121): SOC 320 Sociology of Law SOC 349 Organizational Theory SOC 375 Social Psychology SOC 377 Organizational Deviance SOC 381 City and Metro-Urban Planning SOC 387 Juvenile Delinquency SOC 390 Social Problems Analysis SOC 410 Field Studies of Organizations Two additional sociology electives. SOC 399 (Internship) is highly recommended. Note: Majors must have a 2.0 or better in each required course to receive credit in the major. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded within the core courses — specifically SOC 363, SOC 485, and SOC 490 — and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Concentration in Community Studies This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. Courses required beyond the core major requirements are: SOC 111, SOC 381, SOC 399, and one additional elective. See Garry Hesser for advising and visit the department website for details. Concentration in Crime and Deviance Careers in criminal justice — corrections, federal investigation, probation, court work, law enforcement and crime prevention — will be supported by this concentration in the major. In addition to the five core major requirements and one elective, the courses are: Criminology (SOC 277); three courses from the following four upper division options — Juvenile Delinquency (SOC 387), Organizational Deviance (SOC 377), Sociology of Law (SOC 320), or Social Problems (SOC 390); one interdisciplinary course — Psychology and Law (PSY 265) or approved ACTC elective that meets student interests; and, an internship in a field related site which serves as the concentration capstone experience (SOC 399). The total number of courses for the concentration is 12. Please see Diane Pike for advising and visit the department website for details. Concentration in Law and Society This concentration is an interdisciplinary concentration that is intended for students who are considering law school and legal careers such as becoming lawyers or legal researchers. It emphasizes the development of reasoning and communications skills as well as courses that address legal issues. Courses required beyond the core sociology major requirements include: Sociology of Law (SOC 320), Sociology of Organizations (SOC 349), and Internship (SOC 399), and three courses in related fields — COM 111, COM 351, and POL 170. See Nancy Fischer for advising and visit the department website for details. 320 Sociology Concentration in Organizational Studies This concentration is designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This concentration seeks to equip students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career and professional goals. Courses required beyond the core major requirements are: Office Space (SOC 222), Sociology of Organizations (SOC 349), Organizational Deviance (SOC377), Field Studies in Organizations (SOC 410), an Internship (SOC 399), and three courses in related fields — BUS 242 or BUS 340; ECO 113; and one from INS 325, COM 345, or COM 410. See Lars Christiansen for advising and visit the department website for details. Concentration in Social Psychology The intent of the social psychology concentration is to provide sociology and/or psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in public relations, law, consulting, research, social policy, and more. Courses required beyond the core major requirements are: Social Psychology (SOC 375), Social Problems Analysis (SOC 390), an Independent Research in Ethnography (SOC499), and three courses in Psychology — Principles of Psychology (PSY 105), Social Behavior (PSY 325), and the Advanced Research Seminar (PSY 491). See James Vela-McConnell for advising and visit the department website for details. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.00 GPA in courses counting toward the minor. Sociology 321 SOCIOLOGY COURSES SOC 111 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 141 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) SOC 222 Office Space: The Sociology of Work Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can workplaces be functional, or are they inherently conflictual? How does the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall) SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required) SOC 260 Religion and Society An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological research on the role of religion and religious organizations in American society. (Fall) 322 Sociology SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 290 Cultures of Violence Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. (Spring of alternate years) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or consent of instructor) SOC 320 Sociology of Law How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced, and coursework will involve observing law in practice in local courts. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 349 Sociology of Organizations What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) SOC 363 Research Methods Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) Sociology 323 SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course examines individual identity within the social context of symbolic interaction. (Prereq.: SOC 121 or consent of instructor. Fall, spring) SOC 377 Organizational Deviance The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349. Spring of alternate years.) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 387 Juvenile Delinquency Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Prereq.: SOC 121 or consent of the instructor. Spring of alternate years) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: SOC 121 or consent of instructor. Spring of alternate years) SOC 410 Field Studies in Organizations In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as explore the challenges, strategies, and rewards of doing projects as a group. (Prereq: SOC 222 and SOC 349, or consent of instructor. Spring of alternate years) SOC 485 Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) 324 Sociology SOC 490 Senior Seminar and Keystone This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Internships and Independent Study Courses: SOC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SOC 299 Directed Study See description on page 100. SOC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SOC 498 Independent Study—Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring) SOC 499 Independent Study/Research See description on page 100. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Languages and Cross-cultural Studies. THEATRE ARTS—THR T he study of theatre is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg’s location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students), and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for careers such as law, education, business, communication, and journalism, as well as prepare theatre students 325 for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department encourages a second major or minor in such fields as art, English, education, film, music, history, sociology, or religion. Theatre Arts Faculty Darcey Engen (Chair), Julie Bolton, Michael Burden (Program Director), Martha Johnson, Lisa Anderson, David DeBlieck, Karen Mulhausen, Sandy Schulte, Warren C. Bowles, Carla Steen, Adriene Heflin, Michael Hoover, Edward Lee Bok DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS The Theatre Arts Department currently has three concentrations within the major: performance concentration, directing/ dramaturgy and theatre design/technical theatre concentration. Each concentration consists of the Theatre Core Curriculum supplemented by electives specific to each concentration. Theatre Arts Major Performance Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and/or professional work as a performer. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the performance concentration are encouraged to consult with their adviser when select- 326 Theatre Arts ing electives. Advisers will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional Internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses — eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Eight core courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Ten production practicum units (THP)— See Practicum Units The theatre arts department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Directing/Dramaturgy Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies in theatre (M.A./P.H.D and M.F.A.) and/or professional work as a director or dramatuag. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the Directing/Dramaturgy concentration are encouraged to consult with their adviser when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. Students are also required to complete a THR 399 Internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses-eight required core courses and two electives chosen from two categories of courses Plus 10 theatre practicum units taken as THP. Eight Core Courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 250 Script Analysis: Foundations of Theatre THR 245 Introduction to Asian and Asian American Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Electives: Select and complete one (1) of the following courses ENG 330 Shakespeare Theatre Arts 327 ENG 338 Readings in British and Commonwealth Drama ENG 358 Readings in American Drama ENG 368 Readings in World Drama NAS 352 Modern Nordic Drama encouraged to also take an Independent Study in their area of focus and to do a professional internship at a local Twin Cities theatre. Select and complete one (1) of the following courses THR/ENG 325 Playwriting ENG 221 Expository Writing about the Arts and Popular Culture Ten THR courses-eight required core courses and Two electives chosen from ART electives, Plus 10 theatre practicum units taken as THP. Required Internship: THR 399 Internship—Off Campus Eight Core Courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one Main-Stage Show Ten Practicum Units (THP) See Practicum Units The Theatre Arts Department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Technical Design/Technology Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies and/or professional work as a theatre designer or technician. Students choosing this concentration will enroll in the eight core theatre major classes taken by all theatre majors and will supplement the core with at least two electives from the Art Department. Students in the emphasis are strongly To fulfill this concentration: Two Electives from: ART 107 Drawing or THR/ART 265 Computer Drafting ART 240 Art History Survey or ART 243 or 244 History of Architecture Required Internship: THR 199 Internship—Off Campus The Theatre Arts Department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. 328 Theatre Arts Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Ten Production Practicum Units (THP) See Practicum Units The following courses are strongly recommended: THR 228 Directed Study ART 340 Digital Imaging THR 339 Internship THR 499 Independent Study Theatre Practicum Units (THP) All theatre arts majors in either concentration are required to complete 10 practicum units (THP) from three established areas. Area 1 Performance Each major will complete between one and five THPs from this area. The Performance Area THPs are: THP 111 THP 121 THP 131 THP 141 THP 151 Fall Acting/Performance Winter Acting/Performance Spring Acting/Performance Studio Acting/Performance Misc. Performance Area 2 Production Each major will complete between four and eight THPs from this area. The Production Area THPs are: THP 112, 122 or 132 House Management THP 113, 123 or 133 Set, Lights, Costumes Crew THP 114, 124 or 134 Running Crew THP 115, 125 or 135 Assistant Stage Manager THP 116, 126 or 136 Stage Manager Area 3 Artistic/Production Management Each major will complete one THP from this area. The Production Area THPs are: THP 117 Fall Artistic/Production Assistance THP 127 Winter Artistic/Production Assistance THP 137 Spring Artistic/Production Assistance Please note that all theatre practicum courses count as one theatre practicum unit except for the following because of exceptional time requirements: THP 115, THP 125 and THP 135 Assistant Stage Manager counts as two units THP 116 ,THP 126 and THP 136 Stage Manager counts as three units. Curricular Planning Information: The following courses are encouraged, but not required: THR/MUS 235 Skills of Music Theatre THR/ENL 325 Playwriting THR 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 is recommended to fulfill one of the lifetime sports requirements. Students may take a maximum of 13 credits in the major. First-years planning to major in theatre arts should begin with courses THR 228, 232, or 250; sophomores: THR 226, 228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, or 365; seniors THR 365, 366. Note: Some courses are offered alternate years only. Incoming students should meet in the fall of first year with a theatre adviser to ensure proper sequence of classes to be taken based on odd or even year of entry. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain Theatre Arts 329 a 3.75 GPA in the major and a 3.50 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser early spring semester of their junior year to develop a proposal for the honors project. Transfer Students Transfer students should meet with a transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of core classes should however be taken at Augsburg. Additionally transfers are required to take a minimum of three upper division theatre arts courses. Ten practicum units are also required, five of which need to be completed within the department. Transfers must also complete a minimum of five THP credits within the department. No more than five units can be credits from others schools. Theatre Arts Minor Five courses including: THR 250 Script Analysis: Foundations of Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 362 Theatre History Criticism II THR 366 Stage Direction The theatre arts minors also must complete five practicum units. Students must take a minimum of one performance unit and a minimum of three production units. Refer to the practicum categories listed below the curriculum concentrations. Theatre History and Criticism Dramaturgy Minor Five courses: THR 250 Script Analysis: Foundations of Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism II A directed studies course in dramaturgy or theatre criticism or theatre history THEATRE ARTS COURSES. THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition (.0 course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and Improvisation A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original 330 Theatre Arts performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. THR/FLM 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. THR 222 Introduction to Theatre Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. THR 226 Movement for the Theatre A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR 228 Introduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the theatre department’s fall production. Open to all students. Forty-hour lab requirement. THR/FLM 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a Scenic Artist and what role the Scenic Artist plays in artistry of theatre and film. THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. THR 233 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years) THR/MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of music theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, Theatre Arts 331 research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theatre productions required. THR 250 Script Analysis: Foundations of Theatre This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as a way of interpreting a dramatic script for academic and artistic applications. Close readings of plays from each genre (comic, tragic, realistic, absurd and post-modernism) will enable students to learn and apply basic terminology for literary and artistic processes. THR/ART 265 Computer Drafting for the Stage and Architecture Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2D drafting plates, with an emphasis on drafting for the theater and architecture. THR 270 Black Theatre Introduction to Black Theatre is an examination of the principles, major movements, and fundamentals of theatre by and about Black Americans. It examines the historical, political, and cultural context of Black Theater. This course will focus on and provide an overview of Black Theatre utilizing plays written by Black American playwrights. THR/FLM 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or HON 111, and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended. Alternate years) THR 328 Theatrical Design Introduction to the design process for the stage. Each student will execute four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty-hour lab required, materials needed. (Prereq.: THR 228, junior or senior status) 332 Theatre Arts THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of narrative verse and dialogue forms of drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, writing a research paper, and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON 111. Fall: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism, restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq: THR 250 and THR 232 and 362 or consent of instructor. Fall/Spring) THR 366 Stage Direction The goal of the course is to understand and master basic principles and skills of stage direction: directing concepts, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: THR 362, or consent of instructor) THR/FLM 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241 and junior/senior standing) Theatre Arts 333 THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. THR 299 Directed Study See description on page 100. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. THR 499 Independent Study/Research See description on page 100. THEATRE PRACTICUM COURSES. THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts major/minor. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • Consent of instructor • Supervision by theatre faculty • A minimum of 30 hours of assessed participation by the student • Registration for THP course for semester when practicum is completed • Registration for practicum before deadline dates set by the registrar’s office Please note: • All majors will complete at least one THP 123 unit in costumes. • All majors will complete one THP 113 in lighting. • THP courses may be repeated. • Crew work required for classes/coursework does not count towards practicum. • Work-study hours do not count towards practicum. • Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. • Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Five practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. 334 Theatre Arts THEATRE PRACTICUM COURSES. Area One: Performance THP 111/121/131/141/151 Theatre Practicum: Acting/Performance 1 Practicum unit (.0 course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). Area Two: Production THP 112/122/132 Theatre Practicum: House Management 1 Practicum unit (.0 course) Substantial participation (30 hour minimum) in house management, ushering, or box office. THP 113/123/133 Theatre Practicum: Set, Costumes, Lights 1 Practicum unit (.0 course) Set or costume building, light hanging, for main stage production. THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.0 course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Practicum: Assistant Stage Management 2 Practicum units (.0 course) Assistant stage management for main stage production. THP 116/126/136 Theatre Practicum: Stage Management 3 Practicum units (.0 course) Stage management for main stage production. Area Three: Artistic/Production Management THP 117/127/137 Theatre Practicum: Artistic Assistance 1 Practicum unit (.0 course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project. URBAN STUDIES See Metro-Urban Studies. WOMEN’S STUDIES—WST T he women’s studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The women’s studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women’s Studies Faculty Jessica Nathanson (Coordinator), Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Cass Dalglish, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama DEGREE AND MAJOR REQUIREMENTS. Major Ten courses that must include WST 201 Foundations in Women’s Studies, a midlevel course in feminist theory or feminist philosophy selected from an approved list, WST 495 (seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women’s studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women’s Studies program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the Women’s Studies major must also be completed at Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). The Critical Thinking graduation skill is embedded at all levels and is met by completing the major. The Speaking and Writing graduation skills are also embedded at all levels, with particular emphasis in the following: Speaking: WST 201, WST 305, and WST 495 Writing: ENL 365, ENL 367, WST 495, and REL 441 Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 335 336 Women’s Studies Minor Transfer Students Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Students who transfer to Augsburg College and wish to complete a major or minor in women’s studies are urged to consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an articulation agreement with Century College that governs Century College students with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for approval of courses for the major or minor. WOMEN’S STUDIES COURSES. WST 201 Foundations in Women’s Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. WST 281 Topics in Women’s Studies WST 305 Issues in Gay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social Justice, Gender and the Environment) WST 315 Mid-Level Feminist Theory This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts — including personal narratives, political statements, origin stories, and empirical studies — will be analyzed to highlight different theoretical approaches and multiple feminisms. Women’s Studies 337 WST 341 Globalization, Social Struggles and the Environment (CGE Course. See International Studies, Social Justice, Gender and the Environment) HIS/WST/ISS 355 Cultural Conflict and Change in Latin America (CGE Course. See International Studies, Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)) WST 357 Mexican History, Culture and Cosmovision (CGE course. See International Studies, Social Justice, Gender and the Environment) WST 359 Women, Gender and Social Change in Latin America (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa This broad-based course explores the influence of culture and gender on the HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological and political responses to the disease are examined. (Augsburg Abroad course, Summer) WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 481 Topics in Women’s Studies WST 495 Women’s Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester. AIS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. AIS 320 American Indian Women (See American Indian Studies for course description.) AIS 490 Keystone Indigenous Issues of Central America (See American Indian Studies for course description.) 338 Women’s Studies Internships and Independent Study Courses (Must be approved in writing by the women’s studies coordinator): WST 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. WST 299 Directed Study See description on page 100. WST 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. WST 499 Independent Study/Research See description on page 100. See department listings for descriptions of the following approved electives: AIS 208/408 Native American Women and Film ART 352 Women and Art ENL 365 Contemporary Post Colonial Fiction ENL 367 Women and Fiction HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots Movements in Latin America HIS 282 History of Women Since 1850 HPE 316 Human Sexuality POL 124 American Women and Politics REL 441 Feminism and Christianity SOC 231 Family Systems SOC 265 Race, Class, and Gender SOC 295 Sociology of Sexuality YOUTH AND See listing under Religion. FAMILY MINISTRY College Information Board of Regents – 340 ELCA Program Unit for Vocation and Education – 341 Faculty and Administration – 342 Officers – 342 Administration – 342 Faculty – 345 Faculty Emeriti – 366 Campus Maps – 369, 370 340 BOARD OF REGENTS The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Andra Adolfson (2011) Director of Business Development, Adolfson and Peterson Construction, Minneapolis, MN *Rolf Jacobson (2011) Associate Professor, Luther Seminary, St. Paul, MN *Dan W. Anderson ’65 (2009) President, Swenson Anderson Financial Group, Minneapolis, MN *Ruth E. Johnson ’74 (2011) Consultant, Department of Internal Medicine, Mayo Clinic & Mayo Medical School, Rochester, MN *Gary E. Benson ’70 (2008) Directing Pastor, Zumbro Lutheran Church, Rochester, MN Dean Kennedy ’75 (2009) President, Texacoma Oil & Gas Corporation, Dallas, TX *Jackie Cherryhomes ’76 (2010) Government Relations Consultant, Cherryhomes-Tyler LLC, Minneapolis, MN Dean C. Kopperud (2009) Consultant, Private Practice, Minneapolis, MN Michael O. Freeman (2012) Attorney, Lindquist & Vennum, Minneapolis, MN *André J. Lewis (2010) Vice President and Director, Community Affairs and Diversity, RBC Dain Rauscher Minneapolis, MN *Anthony Genia ’85 (2008) Emergency Dept. Physician, Fairview University Medical Center, Minneapolis, MN *Michael R. Good ’71 (2013) President and Chief Operating Officer, Sotheby’s International Realty, Parsippany, NJ Jennifer H. Martin (2013) Senior Vice President, Corporate Administration, Thrivent Financial for Lutherans, Minneapolis, MN Marie O. McNeff (2009) Professor Emeritus and Dean (retired), Augsburg College, Minneapolis, MN *H. Theodore Grindal ’76 (2008) Attorney/Partner, Lockridge Grindal Nauen P.L.L.P., Minneapolis, MN *Paul S. Mueller ’84 (2009) Internal Medicine Consultant, Mayo Clinic, Rochester, MN Norman R. Hagfors (2009) Founder & President (retired), Norsen, Inc., North Oaks, MN *Ronald G. Nelson ’68 (2008) Retired, Mendota Heights, MN Jodi Harpstead (2009) Chief Advancement Officer, Lutheran Social Service of Minnesota, St. Paul, MN *Richard J. Hartnack (2010) Vice Chairman of Consumer Banking, U.S. Bancorp, Minneapolis, MN *Beverly Oren ’55 (2008) Retired, Roseville, MN Board of Regents 341 Paul C. Pribbenow, Ex Officio President, Augsburg College, Minneapolis, MN Rev. Peter Rogness (2008), Ex Officio Bishop, St. Paul Area Synod, ELCA, St. Paul, MN *Stephen Sheppard (2011) CEO, Winds of Peace Foundation, Decorah, IA *Philip Styrlund ’79 (2012) President, The Summit Group, Apple Valley, MN *P. Dawn Taylor ’78 (2008) Chief Operating Officer, Silver Glade Properties LLC, Des Moines, IA ELCA PROGRAM UNIT EDUCATION Executive Director The Rev. Dr. Stanley N. Olson Director for Colleges and Universities Dr. Arne Selbyg Asst. Director for Colleges and Universities Ms. Marilyn Olson Emily Anne Tuttle (2009) Retired, Wayzata, MN Rev. Harold Usgaard (2008), Ex Officio Bishop, Southeastern Minnesota Synod, ELCA, Rochester, MN *Joan L. Volz ’68 (2011) Lawyer, Private Practice, Welch, MN *Norman W. Wahl, ’76 (2010) Executive Pastor, Bethel Lutheran, Rochester, MN *Bonnie Wallace (2011) Scholarship Director, Fond du Lac Scholarship Program, Cloquet, MN FOR VOCATION AND 342 AUGSBURG COLLEGE FACULTY ADMINISTRATION AND Beginning year of service of faculty and staff is indicated with parenthesis. Officers of the College Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of Chicago. Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning and Special Assistant to the President. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Kevin C. Myren (2007). Chief Financial Officer and Vice President of Finance and Administration. B.B.A., University of Wisconsin-Eau Claire. Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg College. Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin – Milwaukee; M.S.W., Washington University; J.D., Saint Louis University. Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown College; M.A., Saint Mary’s University. Administration Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota. Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University – Moorhead; M.A., Augsburg College. David Benson (2005). Director, Major Gifts, Development. B.A., Concordia College; M.A., North Dakota State University. Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University of Wisconsin – Superior. Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead. Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Bradley Christ (1998). Director IT Systems, Information Technology. B.A., University of Minnesota. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Jodi Collen (2007). Director, Events and Conference Services. B.A., Wartburg College; M.T.A., George Washington University. Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College. David Draus (2000). Director, Facilities and Risk Management. Augsburg College Administration 343 James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W., University of Minnesota – Duluth. Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of Northern Iowa. Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A., Hamline University. Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Assistant Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University; M.A., Ohio State University; A.B.D., Loyola University-Chicago. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Thomas Haglund (2007). Finance Director. B.S., Minnesota State University, Moorhead; M.B.A., University of St. Thomas. Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College. Sandra Hokanson (2007). Director of Human Resources. B.S., University of Wisconsin – Eau Claire. Sherry Jennings-King (2002). Director, Major Gifts, Development. B.S., University of Tennessee. Karena Jones (1999). Director, CLASS Program. A.A. Normandale Community College; B.S., Winona State University; M.Ed., Hamline University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Academic Achievement. B.A., University of WisconsinMadison; M.S., University of Oregon. Scott Krajewski (2000). Director IT Services, Information Technology. B.S., Augsburg College; M.S., Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Rosemary Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate Studies. BA., University of Southampton; C.Q.S.W., London University; Ph.D. University of Minnesota. Shannon L. Luckert (2006). Director of Research, Development Office. B.A., University of Wisconsin. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. 344 Augsburg College Administration Donna McLean (1985). Director, Major Gifts, Development. B.A., University of Minnesota. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Jessica Nathanson (2007). Director, Women’s Resource Center. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Betsey R. Norgard (1992). Director, Publications, Marketing, and Communications. B.A., The American University; M.A., Indiana University. Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College; M.A., University of Minnesota. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College. Lori A. Peterson (2004). Director, Augsburg for Adults. Assistant Professor of Business Administration. B.S.B., M.Ed., Ph.D., University of Minnesota. M. Bridget Robinson-Riegler (1994). Assistant Dean, Academic Affairs. B.S., Indiana University; M.A., Ph.D., Purdue University. Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A. Saint Mary’s University. Michael R. Schwartz (1996). Director, Athletic Facilities. B.A., Augsburg College. Doug H. Scott (2007). Assistant Vice President for Development. B.A., Eastern University St. Davids; M.Div., Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A., Moorhead State University; Ed.M., Rutgers University. Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of Minnesota; M.A., Minnesota State University, Mankato. Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg College; M.A., University of Minnesota. Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David P. Warch (2000). Assistant Vice President of Marketing and Communication. B.F.A., Minneapolis College of Art and Design. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Karl Wolfe (2007). Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury Theological Seminary; Ed.D., Pepperdine University. Augsburg College Faculty 345 Faculty A Magdeline C. Aagard (2007). Assistant Professor, Nursing. B.A., R.N., Augustana College; M.B.A., Ed.D., University of St. Thomas. John A. Abraham (2007). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., North Dakota State University. Justin Abraham (2007). Instructor, part-time, Economics. B.A., All India Institute for Teachers Training; B.A., Kerala University; M.A., Aligarh University; M.A., Missouri State University – Warrensburg; Ph.D. Saugor University, India. Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Lisa P. Anderson (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; B.S., M.S., Winona State University. Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York University; M.S., Northeastern University; M.B.A., Boston University. Shelli A. Arneson (2004). Instructor, part-time, Health and Physical Education. B.A., Simpson College; M.S., Mankato State University. Juan C. Avendaño (2003). Instructor, part-time, Business Administration. Civil Engineering degree, Andres Bello Catholic University, Caracas Venezuela; M..S., M.B.A., Northwestern University. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. B Ramona C. Back (2005). Instructor, part-time, Education. B.S., University of WisconsinGreen Bay; M.S., Winona State University. Andrew M. Baldwin (2004). Instructor, part-time, Education. B.A., St. Olaf College; M.A., University of St. Thomas. Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University. 346 Augsburg College Faculty Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A., University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of Nebraska, Omaha. Carol E. Barnett (2000). Studio Artist/Composition, part time, Music. B.A., M.A., University of Minnesota. David L. Bartlett (2006). Instructor, part-time, Business Administration. B.A., University of California-San Diego; M.A., University of Chicago; M.A., Ph.D., University of California-San Diego. Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State University-Mankato; M.A., Augsburg College. Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Thomas H. Berkas (2006). Instructor, part-time, Master of Arts in Leadership Program. B.C.E., M.S., Ph.D., University of Minnesota. Allen J. Berning (2007). Instructor, part-time, Business Administration. B.S., M.B.A., St. Cloud State University. Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State University. Susan N. Boecher (2007). Instructor, part-time, Art. B.F.A., University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.F.A., University of Minnesota. Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota. Anna M. Bonderson (2004). Instructor, part-time, Mathematics. B.S., University of Minnesota; B.S., South Dakota State University. Laura L. Borstad (2008). Instructor, part-time, Physician Assistant Studies. D.Pharm., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Augsburg College Faculty 347 D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A., University of Minnesota. Katherine C. Bradley (2007). Assistant Professor of Biology. B.A., St. Mary’s University of Minnesota; Ph.D., Purdue University. Michael T. Brands (2007). Instructor, part-time, Religion. B.A., Dordt College; M.Div., Fuller Theological Seminary; Ph.D., Luther Seminary. Mark A. Bransford (2005). Instructor, part-time, Physics. B.S., Florida International University; Ph.D., Iowa State University. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., Ph.D., University of Minnesota. Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina School of the Arts; Cleveland Institute of Music; The Juilliard School. Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College; M.Ed., St. Mary’s University. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State University. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A., Ph.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.F.A., University of Minnesota. Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University; M.S., Mankato State University. Thomas L. Burns (2005). Instructor, part-time, Business Administration. B.A., Iona College; M.B.A., University of St. Thomas. Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills Adviser. B.A., University of Minnesota; M.A., Hamline University. 348 Augsburg College Faculty Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S., Ph.D., North Dakota State University. Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University; M.S.W., University of Minnesota. Susan M. Conlin (2007). Instructor, part-time, Social Work. B.A., University of Minnesota; M.S., University of Wisconsin-Stout; M.S.W., University of Wisconsin-Madison. David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester. B.A., Winona State University; M.A., Ed.D., St. Mary’s University of Minnesota. David L. Cooper (2004). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.B.A., University of St. Thomas. Brian E. Corner (2005). Assistant Professor of Biology. B.Sc., Ph.D., University of Otago, New Zealand. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson. D David Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A., University of Wisconsin-Madison. Marvin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail School of Music. Louise M. Daley (2005). Instructor, part-time, Education. B.S., University of WisconsinMadison; M.Ed., The College of St. Scholastica. Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; M.F.A., Vermont College; Ph.D., The Union Institute. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.F.A., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Augsburg College Faculty 349 Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. David M. DeBlieck (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A., University of Hawaii-Manoa. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; P.A., Bowman Gray School of Medicine; M.P.A.S., University of Nebraska. Jacqueline R. deVries Jones (1994). Associate Professor of History. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M., The Mannes College of Music; A.B.D., University of Missouri – Kansas City Conservatory. Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A., Saint Mary’s University. Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A., University of Iowa. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Deborah A. Eckberg (2007). Instructor, part-time, Sociology. B.A., Dartmouth College; M.A., Ph.D., University of Minnesota. Jerry K. Eddy (2006). Assistant Professor, part-time, Physics. A.B., West Liberty State College; M.S., Ph.D., West Virginia University. Gary T. Egbert (2004). Assistant Professor, part time, Physics. B.S., Western Illinois University; M.S., University of South Dakota – Vermillion; Ph.D., University of Nebraska – Lincoln. Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A., University of Minnesota; M.F.A., Syracuse University. R. Wendell Ellis (2004). Instructor, part-time, Business Administration. A.B., Columbia University; J.D., University of Iowa; M.B.A., University of Missouri. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. 350 Augsburg College Faculty Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College; M.F.A., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of Illinois – Chicago. Debra M. Erickson (2006). Instructor, part-time, Mathematics. B.A., Gustavus Adolphus College; M.S., University of Minnesota. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central Michigan University; M.M., University of Minnesota. F Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Troy F. Faulkner (2007). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., Winona State University. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Steven J. Felton (2007). Instructor, part-time, Education. B.A., St. John’s University; B.S., M.S., Mankato State University. Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University. Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A., The American University; Ph.D., State University of New York – Albany. Andrew J. Fish (2005). Instructor, part-time, Sociology. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., State University of New York at Stony Brook. Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of Montana. Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas College. Augsburg College Faculty 351 Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island College; M.P.A., University of Rhode Island. G Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Robert S. P. Gardner (2006). Instructor, part-time, Music. M.A., University of Montana. R. Brooks Gekler (2006). Assistant Professor of Business Administration. B.A., Vassar College; M.B.A., New York University. Annette M. Gerten (1997). Assistant Professor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sarah J. Gervais (2008). Assistant Professor, part-time, Psychology. B.A., University of St. Thomas; M.S., Ph.D., The Pennsylvania State University. Alexandra E. Giesler (2008). Instructor, part-time, Business Administration. B.A., M.B.A., Augsburg College. Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Julie A. Gloss (2007). Instructor, part-time, Modern Languages. B.S., B.A., Northern Michigan University; M.A., Middlebury College; M.A., Hamline University. Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Rodney R. Greder (2006). Instructor, part-time, Business Administration. B.S., Iowa State University; M.S., University of Minnesota; Ph.D., University of IllinoisChampaign-Urbana. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. Leslie E. Green (2008). Instructor, part-time, Education. B.A., College of St. Benedict; three M.A.s, University of St. Thomas; M.S.W., Augsburg College. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Cheryl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of Minnesota; M.A., College of St. Thomas. Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages. B.S., M.Ed., University of Minnesota. 352 Augsburg College Faculty Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester Program. B.S., M.S., Winona State University. Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of Minnesota. John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College, Moorhead; M.P.H., M.S., University of Minnesota. John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota; Ph.D., Harvard University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Adriane M. L. Heflin (2008). Instructor, part-time, Theatre Arts. B.A., Washington University; M.F.A., Yale University. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Carl C. Hixson (2008). Instructor, part-time, Business Administration. B.A., Augsburg College; M.A., University of St. Thomas. Jody Hofer Van Ness (2007). Instructor, part-time, Education. B.S., University of Wisconsin-Eau Claire; M.A., University of St. Thomas. Augsburg College Faculty 353 Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Kristoffer P. Holmgren (2007). Instructor, part-time, Art. B.F.A., St. Cloud State University; M.F.A., Illinois State University. Megan J. C. Holroyd (2005). Instructor, part-time, Music. B.A., St. Olaf College; M.A., University of St. Thomas. Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M., Indiana University. Erica L. Huls (2004). Instructor, part-time, Honors Program. B.A., Augsburg College. Joan E. Hutton (2007). Studio Artist/Saxophone, part-time, Music. B.M., Ithaca College; M.M., Eastman School of Music. Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of Wisconsin-River Falls. I Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin, LaCrosse; M.A., University of Nebraska. J Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Jeanne M. Jacobson (2006). Instructor, part-time, Business Administration. Karl N. Jacobson (2007). Assistant Professor, part-time, Religion. B.A., St. Olaf College; M.Div., Luther Seminary; A.B.D. Union-PSCE. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A., Ed.D., Hamline University. Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Assistant Professor, part time, American Indian Studies. B.A., Metropolitan State University; M.A., Ed.D., University of St. Thomas. 354 Augsburg College Faculty Gary C. Jader (2006). Instructor, part-time, Business Administration. B.S., University of Minnesota-Duluth; B.S., University of Minnesota; M.B.A., University of St. Thomas. William H. Jasperson (1990). Instructor, part time, Business Administration. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State University. K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mary Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard School; M.M., University of Arizona. Michael King (2008). Instructor, part-time, Communication Studies. Two B.S., M.S., South Dakota State University. Donna R. Kirscht (2007). Instructor, part-time, Business Administration. B.S., Mankato State University; M.B.A., University of St. Thomas. Elizabeth P. Klages (1996). Instructor, part-time, Political Science. B.A., Carleton College; M.A., The Paul H. Nitze School of Advanced International Studies; Ph.D., University of Minnesota. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. Augsburg College Faculty 355 Debra S. Knudson (2007). Instructor, part-time, Education. B.S., St. Cloud State University; M.Ed., College of St. Catherine. Barbara K. Knudtson (2005). Instructor, part-time, Nursing. A.D.N., Rochester Community College; B.S.N., Augsburg College; M.A., College of St. Catherine. Paul A. Knutson (2007). Instructor, part-time, Physics. B.A., Concordia College, Moorhead; M.S., A.B.D., University of Minnesota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Dean C. Kopperud (2006). Instructor, part-time, Business Administration. B.A., University of St. Thomas. Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Neil J. Kraus (2003). Instructor, part-time, Political Science. B.A., LeMoyne College; M.A., Ph.D., State University of New York-Albany. Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Deborah J. Kuhlmann (2006). Instructor, part-time. English. B.A., Texas Christian University; M.A., University of Arkansas; Ph.D., Texas Christian University. James J. Kulzer (2005). Instructor, part-time, Education. B.S., two M.S. degrees, Winona State University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of Florida; M.Ed., University of Minnesota. Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and Mary; M.A., Utah State University; Ph.D., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Velma J. Lashbrook (2000). Assistant Professor, part time, Master of Arts in Leadership. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Martha J. Laskar-Aleman (2002). Instructor, part-time, Nursing. B.S.N., University of Minnesota. Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S., Valparaiso University; M.B.A., Ph.D., Indiana University. Edward Lee (2002). Instructor, part time, Communication Studies. B.A., University of Minnesota; M.F.A., Brown University. Melissa C. Lee (2007). Instructor, part-time, Health and Physical Education. B.A., Augsburg College. 356 Augsburg College Faculty Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate Studies. Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M., DePauw University; M.M., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of Minnesota. Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Carol A. Lucido (2005). Instructor, part-time, Education. B.A., Luther College; M.Ed., University of Minnesota. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., P.A. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A., University of Nebraska; E.D., University of St. Thomas. Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of Minnesota. Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin, Superior; M.Div, Luther Seminary. Ann L. Lutterman-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Augsburg College Faculty 357 M Carolyn A. Mack (2006). Instructor, part-time, Education. B.A., Concordia University, River Forest, IL; M.A., University of Minnesota. Rosanne E. Malevich (2006). Assistant Professor of Business Administration. B.S., M.B.A., University of Wisconsin-Madison; ABD, University of Minnesota. Steven V. Manderscheid (2007). Instructor, part-time, Master of Arts in Leadership Program. B.S., St. Cloud State University; M.A., University of Minnesota; Ed.D., University of St. Thomas. Christina M. Manning (2007). Instructor, part-time, Psychology. B.Sc., Tufts University; Ph.D., University of Minnesota. Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S., Purdue University; M.S., Colorado State University; Ph.D., Utah State University. Dan S. Marsh (2005). Instructor, part-time, Economics. B.S., University of Minnesota; M.A., University of St. Thomas. Susan W. Martino (2006). Instructor, part-time, Education. B.A., St. Olaf College; M.M., Cleveland Institute of Music Conservatory. M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. C. Jean Marvin (2007). Instructor, part-time, Education. B.A., Gustavus Adolphus College; M.Ed., Ph.D., University of Minnesota. John W. Matthews (2003). Instructor, part-time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther-Northwestern Seminary. Paul R. Mattson (2007). Instructor, part-time, Business Administration. B.A., Luther College; M.A., University of Minesota; M.S., Massachusetts Institute of Technology. David C. Matz (2001). Associate Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Molly A. Maxwell (2007). Assistant Professor of Mathematics. S.B., Massachusetts Institute of Technology; M.S., Ph.D., University of Minnesota. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. James Scannell McCormick (2004). Instructor, part-time, English. B.A., M.A., University of Wisconsin-Madison; Ph.D., Western Michigan University. Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Diane M. McDonagh (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. K. Christian McGuire (2007). Instructor and Studio Artist/Electric Bass, part-time, Music. B.A., Luther College; M.A., University of Minnesota. Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of Iowa. Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul University; M.B.A., Harvard University; D.B.A., Argosy University. 358 Augsburg College Faculty Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Ashok K. Mehrotra (2007). Instructor, part-time, Economics. B.Tech., M.Tech., Indian Institute of Technology; M.B.A., University of Minnesota; M.S., University of Chicago. Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Merz (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Vladan M. Milenkovic (2005). Instructor, part-time, Music. B.M., Berklee College of Music; M.M., University of Northern Iowa. Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College; B.S., M.A., Augsburg College. Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John W. Molloy (2003). Instructor, part time, Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Peter M. Morales (2007). Instructor, part-time, Modern Languages. B.A., Ripon College; M.A., University of Minnesota. April D. Morehouse (2006). Instructor, part-time, Nursing. B.S., College of St. Catherine. Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. Karen L. Mulhausen (2006). Instructor, part-time, Theatre Arts. B.A., St. Olaf College; B.A., University of Minnesota. Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota; M.A., Luther-Northwestern Seminary. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Jessica A. Nathanson (2007). Assistant Professor and Director of Women’s Studies. B.A., Wesleyan University; M.A., Ph.D., State University of New York-Buffalo. Brita L. Nellermoe (2008). Instructor, part-time, Physics. B.S., University of Iowa; M.S., University of North Dakota. Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary; M.D., University of Minnesota. Augsburg College Faculty 359 Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Daniel R. Noyes (2000). Instructor, part-time, Art. B.A., Macalester College; M.Arch., University of Wisconsin-Milwaukee. O James O’Brien (2008). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and Design; M.A., Syracuse University; M.F.A., Hartford University. Michael W. O’Brien (2007). Instructor, part-time, Social Work. Two B.A.s, M.S.W., University of Iowa. Mary F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community College; B.S., Bethel College; M.A., Augsburg College. Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Melissa A. Oliver (2007). Instructor, part-time, Education. B.S., M.S., Winona State University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota. David H. Oxley (2007). Instructor, part-time, Business Administration. B.A., M.B.A., Augsburg College. P Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Bonnie Jean Palmen (2006). Instructor, part-time, Business Administration. B.S., University of Minnesota; M.A., San Francisco State University; J.D., University of California. Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed., University of Minnesota. Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St. Olaf College; M.A., Lone Mountain College [now part of University of San Francisco]. Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. 360 Augsburg College Faculty Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College; M.A., St. Mary’s University. Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M., University of Cincinnati. Christine R. Peper (2005). Instructor, part-time, Education. B.A., University of Minnesota; M.Ed., Southeastern Louisiana University. Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New Hampshire; M.A., St. Mary’s College; M.S., University of Minnesota; Ph.D., University of Colorado. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Jennifer K. McCarty Plucker (2007). Instructor, part-time, Education. B.S., Moorhead State University; M.Ed., St Mary’s University. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. John S. Reimringer (2006). Instructor, part-time, English. B.S., University of Kansas; M.F.A., University of Arkansas. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. Steven E. Restad (2007). Instructor, part-time, Business Administration. B.A., University of Wisconsin-Eau Claire; M.B.A., University of St. Thomas. Charles E. Rietkerk (2006). Instructor, part-time, Education. B.A., University of California-Irvine; M.Ed., University of Minnesota. Augsburg College Faculty 361 Catherine L. Roach (2007). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., University of Minnesota. M. Bridget Robinson-Riegler (1994). Assistant Dean of Academic Affairs. Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University. Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Regula Russelle (2007). Instructor, part-time, Art. M.A., Hamline University. Barry D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair State University. S Larry E. Sallee (2005). Instructor, part-time, Business Administration. B.S., University of Wisconsin-Superior; M.B.T., University of Minnesota; M.B.A., University of Wisconsin-LaCrosse; D.B.A., U.S. International University. Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. David G. Schwain (1995). Assistant Professor, part time, Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Dean J. Seal (2006). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., M.A., United Theological Seminary of the Twin Cities. Steven A. Seay (2006). Instructor, part-time, Business Administration. B.S., University of San Francisco; M.B.A., City/Stanford University; Ph.D., Walden University. Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Debra L. Shapiro (2006). Instructor, part-time, General Studies. B.A., J.D., The University of Iowa. Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s College; Ph.D., University of Minnesota. 362 Augsburg College Faculty Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Professor, part time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. Anthony T. Sinkiewicz (2007). Instructor, part-time, Business Administration. A.A.S., Wright College; B.S., University of the State of New York-Albany; M.A., Webster University; D.B.A., U.S. International University. Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College; M.A., Saint Mary’s College. Lawrence J. Sklaney, Jr. (2007). Instructor, part-time, English. B.A., Bucknell University; M.A., University of Illinois. Joanne Z. Smith (2005). Instructor, part-time, Business Administration. B.A., Smith College; M.A., University of Minnesota. Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State University. Dorothy J. Smyth (2005). Instructor, part-time, Education. B.S., University of Minnesota; M.A., Hamline University. Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A., Ph.D., Northwestern University. Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota. Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern University; M.B.A., Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. Carla Steen (2007). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A., Columbia University. John P. Stein (1992). Assistant Professor of Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Augsburg College Faculty 363 Lisa J. Storey (2007). Instructor, part-time, Education. B.A., St. Mary’s University; M.S., Winona State University. Benjamin L. Stottrup (2005). Assistant Professor of Physics. B.A., University of Minnesota, Morris; Ph.D., University of Washington. Christopher K. Strand (2007). Instructor, part-time, Business Administration. B.S., Southwest Missouri State University; M.B.A., Metropolitan State University. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-LaCrosse. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Tara K. Sweeney (1992). Assistant Professor of Art. B.S., University of Wisconsin-Stout; M.F.A., Minneapolis College of Art and Design. Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S., University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore; M.S.W., University of Pennsylvania; Ph.D., University of Minnesota. Susan E. Taylor (2007). Instructor, part-time, English. B.A., California State University; M.F.A., University of Minnesota. Mary M. Thissen-Milder (2005). Instructor, part-time, Health and Physical Education. B.A., Iowa State University; M.A., Northeast Missouri State; Ph.D., University of Iowa. Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. W. Lex Thompson (2007). Instructor, part-time, Art. B.A., New College of Florida; M.A., Yale University; M.F.A., San Francisco Art Institute. David L. Tiede (2005). Bernhard M. Christensen Professor of Vocation and Religion. B.A., St. Olaf College; B.D., Luther Theological Seminary; Ph.D., Harvard University. Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A., Temple University. Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of Minnesota. Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. 364 Augsburg College Faculty Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. Leon M. Tyler (2007). Instructor, part-time, Business Administration. B.S., Northwestern University; M.B.A., University of St. Thomas. U-V Jeannine M. Uhlenkamp (2004). Instructor, part-time, Education. B.A., University of Minnesota; M.S.E., University of Wisconsin-River Falls. Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Pauline J. Utesch (2005). Assistant Professor of Nursing. A.D., Rochester Community College; B.S.N., Winona State University; M.A., Augsburg College. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. W Todd R. Wadsworth (2002). Instructor, part-time, Mathematics. B.A., Middlebury College; M.A., Pepperdine University. David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State University. Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of Nairobi, Kenya; Ph.D., University of Minnesota. Andrew Ward (2001). Instructor, part time, Business Administration/Philosophy. B.A., Luther College; M.A., Ph.D., University of Kansas. David B. Washington (1997). Instructor, part-time, Business Administration. B.A., J.D., University of Pittsburgh. Martha A. (Cary) Waterman (1991). Instructor, part time, English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Colleen K. Watson (2006). Instructor, part-time, Business Administration. B.A., University of Minnesota; M.A.L., Augsburg College. Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia Community College; B.S., South Dakota School of Mines and Technology; M.S., M.A., Ph.D., University of Minnesota. Paula A. Watts (2008). Instructor, part-time, Social Work. B.S., St. Cloud State University; M.S.W., Augsburg College. Augsburg College Faculty 365 Valerie J. Webb (2001). Instructor, part-time, Religion. B.Sc. Honors, B.A., University of Queensland, Australia; Ph.D., Luther Seminary. Andrew T. Webster (2007). Instructor, part-time, Business Administration. B.A., College of St. Thomas; M.B.A., University of St. Thomas. Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Janis F. Weller (2006). Instructor, part-time, General Studies/Art. B.A., Luther College; M.A., St. Mary’s University-Minneapolis, Ed.D., University of St. Thomas. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of Minnesota. Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California, San Diego; M.Div., Ph.D., Luther Seminary. Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of Minnesota. Heather O. Willman (2005). Instructor, part-time, Education. B.A., Concordia College, Moorhead; M.A., University of North Dakota. Joel R. Wilson (2006). Instructor, part-time, Business Administration. B.A., University of St. Thomas; M.B.A., University of Minnesota. Roger W. Wiltgen (2007). Instructor, part-time, Business Administration. B.S., University of Wisconsin-Eau Claire; M.B.A., Winona State University. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. X-Y-Z John W. Yaeger (2007). Instructor, part-time, Social Work. B.B.A., University of WisconsinMadison; M.S.W., Loyola University. Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah. John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University; M.A., Ph.D., University of Utah. 366 FACULTY EMERITI Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Robert S. Herforth. Professor Emeritus of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Faculty Emeriti 367 Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A., University of Iowa. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley. Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. 368 Faculty Emeriti Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of Pennsylvania. CAMPUS MAP 369 6th Street S. Ri I 6 12 1 8 22 E 9 14 D C A 24 23 M Av J 16 S. 7th Street S. K 15 7 1/2 Street S. e. 25 28 27 13 10 3 L 4 B Butler Place B ce tran t En Wes I-94 Interstate 94 West Interstate 94 East COLLEGE MAP INFORMATION 1. Center for Counseling and Health Promotion 2. Augsburg for Adults Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center and Day Admissions 6. Barnes & Noble at Augsburg College 7. Foss, Lobeck, Miles, Center for Worship, Drama and Communication 8. Sverdrup Hall 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Marketing and Communication 12. Lindell Library 13. Maintenance and Grounds Shop 14. Mortensen Hall 15. Murphy Place 16. Murphy Square 17. Music Hall 18. Luther Hall 25th Ave. S. 11 5 ide 23rd Ave. S. 19 C 17 21 C 20 26 22nd Ave. S. 18 rs 7 7th Street S. F ve 24th Ave. S. 2 21st Ave. S. 20th Ave. S. G 29 H Riv ers ide /25 th A ve. Ex Disability access it 19. Old Main 20. Anderson Hall 21. Quad 22. Science Hall 23. Public Safety Communications Center 24. Shipping and Receiving 25. Melby Hall 26. Sverdrup-Oftedal Memorial Hall 27. Urness Hall 28. Kennedy Center 29. Oren Gateway Center PARKING INFORMATION A. Visitor Parking B. Resident Parking C. Commuter Parking D. Faculty/Staff/Commuter/Resident Parking E. Resident Parking F. Resident Parking G. Faculty/Staff Parking J. Faculty/Staff Parking K. Commuter Parking L. Faculty/Staff/Commuter Parking M. U of M, Fairview Parking Ramp 2/2008 370 CAMPUS LOCATION DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the North— Take Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. I-94 East from Minneapolis— Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 22nd Avenue South. PUBLIC TRANSPORTATION I-94 West from St. Paul— Take Riverside exit, turn right at Riverside Avenue, turn left at 22nd Avenue South. I-35W from the South— Follow the I-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Augsburg College is located near two Metro Transit Light Rail stations: the Cedar-Riverside station and the Franklin Avenue station. In addition to light rail, four Metro Transit bus lines keep Augsburg easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more information about Metro Transit schedules and routes, call 612-373-3333 or go online to <www.metrotransit.org>. Index Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 372 INDEX A B About Augsburg 10, 19 Academic Advising 41 Academic Calendar 4-7, 54 Academic Divisions 56 Academic Excellence Scholarships 33 Academic Information 53 Academic Internships 69, 99 Academic Policies and Procedures 73 Academic Progress, Probation and Dismissal 93 Academic Skills Office 42 Access Center 44 Accessibility 19 Accounting 127-130 Accreditation and Memberships 11, 18, 19 Achievement Scholarships 34 Admissions 15, 21-25 Administrative Officers of the College 340 Advanced Placement Program Test (AP) 91 Advanced Transfer Students 79, 82 African American Student Services (see Pan-Afrikan Student Services) 47 American Indian Studies 100-104 American Indian Student Services 46 American Sign Language 235 Anderson Hall 15, 50 Anne Pederson Women’s Resource Center 40 Application Procedures 22-23, 32 Applied Economics 163 Architecture Minor 106 Art 104-111 Art and Architectural History 109-111 Art History 105 Asian American Student Services (see Pan Asian Student Services) 46 Assessment of Previous Learning (APL) Program 91-92 Associate in Ministry 309 Associated Colleges of the Twin Cities (ACTC) 10, 60, 62 Associated Support Organizations 17 Athletic Affiliation 19 Athletics and Sports 41 Audit Fee 28, 29 Auditing Courses 90 Augsburg Abroad 63-68 Augsburg Core Curriculum 81-88, 112-114 Augsburg Experience 84-85 Augsburg First Year 84 Augsburg for Adults 13-14 Augsburg Seminar 84, 112 Augsburg Signature Curriculum 81-85, 112 Bachelor of Science (Liberal Arts requirement modifications) 88 Beta Beta Beta 117 Biology 114-119 Board of Regents 340-341 Business (Master of Business Administration) 71 Business Administration 120-137 Business Administration and Economics Major 124, 163 Business Administration (Music Business Specialization) 123, 256-257 Business Management Certificate 121 C Calendar 4-7, 54-55 Campus Kitchen 69 Campus Location 14-15, 19, 369-370 Campus Map 369-370 Campus Ministry 38 Campus Tours 22 Canadian Program 72 Career Services 69-70 Center for Global Education 65-68, 221-233 Center for Learning and Adaptive Student Services (CLASS) 42 Center for Service, Work, and Learning 68-69 Certificates 71 (MBA), 106, 121, 254, 260261 Change of Program 75 Chemistry 138-143 Chinese 235 Chapel 15, 38 Choir 269 Christensen Center 15, 40 Class Schedule 98 Classification (Class Year) 90 Clinical Laboratory Science 144-149 Coaching Certification 200 College Costs 2008-09 Day 28-29, WEC 29 College Level Examination Program (CLEP) 91 College of the Third Age 14, 15, 17, 72 Commencement 94 Commons 51 Communication Studies 149-156 Communication Arts/Literature Teacher Licensure 60, 151, 183-184 Community Service-Learning 68-69 Community Studies Concentration (Sociology) 319 Computational Economics 158-159 Index 373 Computational Philosophy 159, 278 Computer Science 157-161 Concert Band 269 Connections Courses 112-113 Continuing Education Program 72 Cooper’s Coffee Shop 51 Core Curriculum 81, 84-88 Costs 28-30 Counseling 48 Counseling and Health Promotion 15, 48 Course Descriptions 97-338 Course Numbers 98 Credits 98 Crime and Deviance Concentration (Sociology) 319 Crossover Registration 74-75 D Dean’s List 93-94 Degree Verification 95 Degrees Offered 19, 54, 77 Departmental Comprehensive Exams 91 Departmental Honors (see each major) Departments and Programs 97-338 Deposits 29 Development 8 Directed Study 100 Directory 8 Directory Information 52, 96 Disability Services 44-45 Dismissal 93 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 15-17, 49-50 Dual Degree Programs 59, 179-180 E Early Admission of First-years 23 Economics 162-166 Economics/Business Admin. Major 124, 163 Economics/Political Science Teaching Major 290-291 Edor Nelson Field 15 Education 167-178 Education for Service 11 Education (Master of Arts) 70 Elementary Education 170-174 Emotional/Behavioral Disabilities 176-178 Employment 36 Engaging Minneapolis 84 Engineering 179-180 English 181-195 English Language Learners (ELL) 87, 92-93 English Placement Test 184-185 Enrollment 19 Enrollment Center 8, 74 Enrollment/Degree Verification 95 Enrollment Deposit 29 Ensembles 269 Entry-level Skills 86-87, 113 Environmental Studies 196-197 Ethnic Student Services 46-47 Evaluation and Grading 88-90 Evangelical Lutheran Church in America (ELCA) 12, 19, 341 Experiential Education Programs 68-69 Explanation of Grades 88-90 Exploring Our Gifts (Vocation) 38 F Facilities and Housing 15-17, 49-50 Facts and Figures 19 Faculty 14, 19, 55, 345-368 Faculty Emeriti 366-368 FAFSA (Free Application for Federal Student Aid 32 Family Educational Rights and Privacy Act (FERPA) 52, 95 Farsi 235 Federal Work Study Program 36 Fees 28-30 Film 152-153 Finance 131-132 Finance Certificate 121 Financial Aid 19, 32-36 Financial Policies 30-32 Fine Arts 40 Fitness Centers 49 Food Service 51 Foreign Languages (See Languages and Cross-cultural Studies) Forensics 151 Former Students 24, 77 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Foundations of Fitness 87, 201 French 236-237 First-years 22-23 G Gage Center for Academic Achievement 41 German 230, 237-238 Gift Assistance 35 Global Education Center 15, 65-68, 221231 Global Education Program Courses 65-68, 221, 231 Grade Point Average 80, 90 Grading 88-90 Graduate Programs 70-71, 128 Graduation (Applying for) 79, 83, 94 Graduation Skills Requirements 88 374 Index Graduation Requirements 77 (catalog), 79-88 Grants 35 Graphic Design Certificate 106 Gymnasium (Melby Hall) 16 H Health and Physical Education 198-204 Health Clinic Services 48-49 Health Education 198-204 Health Fitness 198-204 Health Insurance 48 Health Promotion 48-49 HECUA Courses 67-68, 231-233 Higher Education Consortium for Urban Affairs (HECUA) 67-68, 231-233 Hispanic/Latino Student Services Program 46 History 205-211 History of Augsburg College 10-12 Honors (Departmental—see each major) Honors (Latin) 94 Honors Program 62, 212-216 Housing 15-17, 28, 49-50 Human Relations (Communication Studies) 150 I Ice Arena 15 Incomplete Grade 89-90 Independent Studies 100 Information Technology Certificate 121 Information Technology Services 55-56 Inter-Institutional Programs 62-63 Inter-Race 17 Intercollegiate Athletics 41 Interdisciplinary Studies 217-218 International Baccalaureate Program (IB) 91 International Business Minor 124 International Business Specialization (Business Administration) 123 International Business Concentration (International Relations) 220 International Partners 67 International Relations 219-221 International Student Advising 49 International Students 24-25, 49 International Studies 221-233 Internships 69, 99-100 Intramural Athletics 41 J Japanese 238 K Kennedy Center 16, 49 Keystone (Senior Keystone) 85, 112 L Languages and Cross-cultural Studies 234241 Latin Honors 94 Law and Society Concentration (Sociology) 319 Leadership (Master of Arts) 70, 128 Leadership Studies Minor 217 Leadership, Service, and Performance Scholarships 34 Learning Disabilities (Special Education) 176-178 Learning Disabilities Program 42 LGBTQIA Support Services 47 Liberal Arts (Bachelor of Science Waiver) 88 Liberal Arts Foundation 81, 85-86 Library and Information Technology 16, 19, 55-56 Licensure (Teaching; see also individual majors) 60, 167-178, 270-271, 312 Life Sciences 115-116 Lifetime Fitness 87-201 Lindell Library 16, 19, 55-56 Loan Assistance 35-36 Location 14-15, 19, 369, 370 Luther Hall 16, 50 Lutheran Congregational Scholarships 34 M Majors and Minors 10, 56-60, 77, 97-338 Management Information Systems 133-135 Management Specialization (Business Administration) 122-123 Managerial Accounting 128 Many Voices Project 84 Maps 369, 370 Marketing 124 (WEC), 135-137 Marketing Communication (Communication Studies) 150 Mass Communication and Journalism (Communication Studies) 150 Master’s Degrees 55, 70-71, 128 Math Placement Group (MPG) 86, 244 Mathematics 242-248 McNair Scholars Program 43-44 Medical Refund 31 Medieval Studies 249-250 Melby Hall 16 Memberships 18, 19 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 17 Index 375 Metro-Urban Studies 251-253 Middle East Studies Minor 217-218 Military Called to Active Duty 76 Minnesota Indian Teacher Training Partnership (MNITTP) 46 Minnesota Work Study Program 36 Minors 59, 98-338 MIS Courses 133-135 Mission Statement 10 Modern Language Skill 87 Mortensen Hall 16, 50 Murphy Place (2222 Murphy Place) 16 Murphy’s Grill 51 Music 254-269 Music Business 123, 256-258 Music Education Major 258-259 Music Ensembles 269 Music Hall 16 Music Performance Major 259 Music Repertoire Tests 261 Music Therapy Equivalency/Certification 254, 260-261 Music Therapy Major 260 N Nabo 51 National Student Clearinghouse 95 Natural Science Teaching Licensures 270-271 Nordic Area Studies 272-273 Norwegian 239-240, 272-273 Notification of Admissions Decision 23 Numeric Grades 89 Numbering of Courses 98 Nursing 274-277 Nursing (Master of Arts) 70 O Officers of the College 342 Official Notices 51 Ojibwe 240 Old Main 16 Orchestra 269 Oren Gateway Center 16, 50 Organizational Studies Concentration (Sociology) 320 Organizational Communication (Communication Studies) 150 Orientation 39 P, Q Pan-Afrikan Student Services 47 Pan-Asian Student Services 46 Partner Hospitals Program 14, 73-75 Part-Time Students 28 Pass/No Credit 80, 88-89, 90 Pastor 38 Payments 30 Peace and Global Studies Minor 220-221 Performance Studies 267-269 Petition Process (Student Standing Committee) 76-77 Philosophy 278-281 Physical Disabilities Program (Access Center) 44 Physical Education 198-204 Physical Science Teaching Licensure 60, 139, 270-271, 284 Physician Assistant Studies (Master of Science) 71 Physics 282-287 Piano Proficiency Test 261 Policies 17, 19, 30-32, 51-52, 73-79, 88-90, 93-95 Political Science 288-295 Political Science/Economics teaching major 290-291 Portfolio Assessment Program 92 Pre-Law Concentration (Political Science) 289 Pre-Professional Programs 60-61 Prerequisites 99 President’s Greeting 2 Probation 93 Psychology 296-301 Psychology and Law Concentration 297 Public Accounting 128 Public Policy and Political Change in Political Science 289, 290 Public Relations and Advertising (Communication Studies) 150 R Re-Admitted Students (Catalog applicability/Second majors and Degrees) 24, 77 Recitals 261 Refunds 30-31 Regents 340-341 Registration 73-75 Religion 302-311 Religious Affiliation 10-12, 19, 81, 341 Repeated Courses 90 Research Opportunities 44 Residence Life Program (see also Housing) 15-17, 28, 49-50 Residence Requirements 80 Retaking courses 90 Rochester Program 13-14, 73-75 Room and Board 28 ROTC 62-63 376 Index S Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies Term 67, 231 Scholarships 33-35 Scholastic Connections 47 School Year 4-7, 19 Science Hall 16 Secondary Education 170-171, 174-175 Senior Keystone 85, 112 Service-Learning 68-69 Sigma Pi Sigma 284 Skills Requirements 80, 86-87, 88, 114 Social Psychology Concentration (Sociology) 320 Social Studies 312 Social Welfare Minor 314 Social Work 313-317 Social Work (Master of Social Work) 71 Society of Physics Students 284 Sociology 318-324 Space Physics 283 Spanish 240-241 Special Education 176-178 Special Interest Housing 50 Special Students (Non-Degree or Second Degree) 24 Sports 41 StepUP Program 45 Student Center 40 Student-Designed Major 56-57 Student Employment 36 Student/Faculty Ratio 19 Student Government 38-39 Student Life 38-52 Student Rights 51-52, 95 Student Standards of Behavior, Complaints, Records 51 Student Standing Committee 76-77 Student Support Services (TRIO) 43 Student Teaching Abroad 68, 167 Studio Art 104-109 Study Abroad 63-68, 221-233 Summer Session 8, 63 Supervisory Management (Communication Studies) 150 Support Programs 41-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 17 T Teaching Licensure (see also individual majors) 60, 167-178, 270-271, 312 Test Scores 22 Theatre Arts 304-312 Theatre Practicums 305-306, 311-312 Transcripts 22, 23, 29 Transfer Students 22-24, 77-79 TRIO Program 43-44 Tuition, Fees, Room and Board 28-30 U Undergraduate Research and Graduate Opportunity (URGO) 44 Unofficial Withdrawal 31-32 Urban Studies 251-253 Urness Hall 17, 50 V Veterans 95 Vocation 38, 81 W Weekend College 13-14, 23, 29-30, 73-75 Withdrawal From College 30-32, 75-76 Women’s Resource Center 40-41 Women’s Studies 335-338 Work Study Program 36 Writing Concentration 182, 183 X, Y, Z Youth and Family Ministry Major 301-302, 309-311
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Title: Augsburg College Undergraduate Catalog, 2000-2002
Collection: Course Catalogs
Search Result: from the President I hope you are looking a t this catalog because you've enrolled at Augsburg College. If so, welcome to the College! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of the profession and role to which you fee...
Show more from the President I hope you are looking a t this catalog because you've enrolled at Augsburg College. If so, welcome to the College! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of the profession and role to which you feel called, and a confident sureness that you have rightly chosen Augsburg as the community in which to spend the next several years of your life. If you're dipping into this volume to figure out who and what Augsburg College is and what education it offers, welcome to these pages! May they convey the fundamental character of our mission: to provide an education especially serviceable in the contemporary world because it has been designed in the midst of and in full contact with the critical social, economic, Y religious, and political phenomena of the modern 3 city. This education, however practical and pro6 fessional, will be serviceable over the long haul only to the degree that it respects and pursues certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is offered for the sake of improving both its students and the world itself. O .? h The study you are undertaking at Augsburgdr 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. k you join the enterprise, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and in which new destinations are reachable. Bon voyage! William V. Frame President 5 2000-2001 ACADEMIC CALENDAR, DAYPROCRAM Fall Term 2000 Summer........................................Freshman registration Sept. 3-5/Sun.-Tues. .................... New student orientation Sept. 6Ned. ................................ Upper-class validation Sept. 6Ned. ................................ Classes begin Sept. 1UTues. ........................... Last day to register Sept. 1UTues. .............................. Last day to add a class, drop a class without notation on record Mid-term break (one day only) Oct. 27/Fri. .................................. Nov. 3/Fri. ....................................Last day to designate grading option Last day to withdraw from class Nov. 10/Fri. .................................. Nov. 13-Dec. l/Mon.-Fri. ............Interim registration Nov. 13-Dec. l/Mon.-Fri. ............Spring term registration Nov. 23Rhurs. ............................ Thanksgiving recess begins Nov. 27/Mon. .............................. Classes resume Dec. 15Eri. .................................. Classes end Dec. 18-21/Mon.-Thurs. ..............Final exams Interim Term 2001 .... ....... h t e r i m classes begin Jan. 3 N e d ..................... Jan. 41Thurs. ................................ Last day to register, add a class, or drop a class without notation on record Jan. 1UFri. ................................. Last day to designate grading option, or withdraw from a class Jan. 15/Mon. ................................ Martin Luther King, Jr. Day (holiday) Jan. 26/Fri. ................................... Classes end Spring Term 2001 Jan. 30Rues.. ................................ Classes begin Feb. 5/Mon................................. Last day to register Last day to add a class or drop a class without notation Feb. 5/Mon................................... on record Mar. 19/Mon. ............................... Mid-term break Mar. 26/Mon. ............................... Classes resume Apr. 6Eri...................................... Last day to designate grading option Apr. 1UThurs............................... Last day to withdraw from a class Apr. 13/Fri..................................... break Apr. 171Tues. ................................ Classes resume Apr. 23-May 4/Mon.-Fri. .............Early registration for fall May 11Eri.................................... C l a s s end May 14-17/Mon.-Thurs. ..............Final exams May 2O/Sun. .................................BaccalaureatdComencement TENTATIVE-CONSULT THE 2001-2002 ACTC CLASS SCHEDULE OR AUCSBURC REGISTRAR'S OFFICE FOR CHANCES Fall Term 2001 Summer.. ....................................Freshman registration Sept. 2-4/Sun.-Tues. .....................New student orientation Sept. 51Wed. .................................Upper-class validation Sept. 51Wed. .................................Classes begin Sept. 1l/Tues. ...............................Last day to register Sept. llnues. ............................... Last day to add a class, drop a class without notation on record Oct. 26/Fri....................................M i d - e m break (one day only) Nov. UFri. ....................................Last day to designate grading option Nov. 9/Fri. ....................................Last day to withdraw from class Nov. 12-Nov. 30A4on.-Fri. ......... ..Interim registration Nov. 12-Nov. 30A4on.-Fri............Spring term registration Nov. 2 n h u r s . .............................Thanksgiving recess begins Nov. 26A4on. ...............................Classes resume Dec. 14/Fri. ..................................Classes end Dec. 17-2OA4on.-Thurs. ..............Final exams Interim Term 2002 Jan. N e d . ................................. ..Interim classes begin Last day to register, add a class, or drop a class without Jan. 3nhurs. ................................ notation on record Jan. 11/Fri. ................................... Last day to designate grading option, or withdraw from a class Jan. 21/Mon. ................................ Martin Luther King, Jr. Day (holiday) Jan. 25/Fri. ...................................Classes end Spring Term 2002 Jan. 291Tues................................. .Classes begin Feb. 4/Mon. .................................. Last day to register Feb. 4Mon ................................... Last day to add a class or drop a class without notation on record Mar. 25Non. ...............................M i d - t e r m / break begins Apr. n u e s . ................................. .Classes resume Apr. 8/Mon................................... Last day to designate grading option Apr. 1UFri....................................s t day to withdraw from a class Apr. 22-May 3/Mon.-Fri. .............Early registration for fall May 10/Fri....................................Classes end May 13-16/Mon.-Thurs. ..............Final exams May 19/Sun. ................................. BaccalaureatdCommencement Fall Term 2000 June 12 ....................................... Aug. 18 ........................................ Registration begins Remote registration ends (must register in person after this date) Sept. 15 ........................................Registration ends Last day to add class, last day to drop a class without Sept. 18 ........................................ notation on record Last day to change grade option Oct. 16 ................ Last day to withdraw from class Oct. 30 .................................... Class weekends: Sept. 15-17, Sept. 29-Oct. 1, Oct. 13-15, Oct 27-29, Nov. 3-5, Nov. 17-19, Dec. 1-3. Dec. 15-17 Winter Term 2001 Nov. 6 ....................................... Dec. 8 .......................................... Jan. 5 ........................................... Jan. 8 ........................................ Feb. 5 ........................................ Feb. 19 ..................................... Registration begins Remote registration ends (must register in person after this date) . . Registration ends ..Last day to add class, last day to drop a class without notation on record Last day to change grade option Last day to withdraw from class Class weekends: Jan. 5-7, Jan. 19-21, Feb. 2-4, Feb. 16-18, Mar. 2-4, Mar. 16-18, Mar. 30-Apr. 1, Apr. 6-8 Spring Term 2001 Feb. 12 ........................................ Mar. 30 ........................................ Registration begins Remote registration ends (must register in person after this date) .Restration ends Apr. 20 ....................................... Last day to add class, last day to drop a class without Apr. 23 ....................................... notation on record May 21 ..................................... . a day to change grade option June 4 .......................................... L a day to withdraw from class Class weekends: Apr. 20-22, May 4-6, May 18-20, June 1-3, June 8-10, June 22-24, June 29-July 1 T e n t a t i v ~ o n s u lthe t 2001-2002 weekend college class schedule or Weekend College program office for changes Fall Term 2001 Class weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18, Nov. 30-Dec. 2, Dec. 14-16 Winter Term 2002 Class weekends: Jan. 4-6, Jan. 18-20, Feb. 1-3, Feb. 15-17, Mar. 1-3, Mar. 15-17, Mar. 22-24, Apr. 5-7 Spring Term 2002 Class weekends: Apr. 19-21, Apr. 26-28, May 10-12, May 17-19, May 31-June 2, June 14-16, June 28-30 Area Code 612 Academic Advising..................................................................................................... .330.1025 Academic and Learning Services ................................................................................ 330-1024 Undergraduate Admissions .........................................................................................330-1001 Toll-free number ...............................................................................( 8 0 0 ) 788-5678 AlumniParent Relations ....................................................................................3 3 0 - 1 178 Toll-free number .......................................................................................8 0 0 ) 260-6590 Athletics ......................................................................................................................330-1243 Career Services .................................................................................................... 3 3 0 - 1162 College PastorICampus Ministry ................................................................................330-1732 Public Relations & Communication ....................................................................... 3 3 0 1 180 ConferencdEvents Coordinator ........................................................................... 3 3 0 - 1 107 Development (financial gifts to the College) .............................................................330-1613 Toll-free number ........................................................................................( 8 0 0 273-0617 Enrollment and Financial Service Center ...................................................................330-1046 Facilities Management .............................................................................................. ..330-1104 Financial Aid (scholarships and other aid) ............................................................<... 330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 Master of Arts in Leadership Program ........................................................................330-1786 Master of Arts in Nursing .........................................................................................330-1204 Master of Social Work Program ,................................................................................. 330-1307 Human Resources ....................................................................................................... 330-1058 Interim Office ............................................................................................................. 330-1 150 Lost and Found ......................... . . . ....................................................................... 330-1000 President ...................................................................................................................... 330-1212 Registrar ...................................................................................................................... 330-1036 Residence Life (Housing)........................................................................................3 0 1 0 9 Student Activities ..................................................................................................... 330-1111 Student Government ................................................................................................... 330-11 10 Summer School .......................................................................................................... .330-1787 Weekend College ........................................................................................................ Mailing Address: 221 1 Riverside Avenue Minneapolis. MN 55454 Web Site: www.augsburg.edu 330-1782 A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is your best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Upon graduation, you 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 Emphasis on values, perspectives, experience, and skills The heart of an Augsburg education is the Augsburg cuniculum-the College's general education program, which structures your liberal arts studies through challenging and thought-provoking courses requiring students to consider important issues and examine values questions. These Liberal Arts Perspectives include Western Heritage, Intercultural Awareness, Human Identity the Social World, Christian Faith, The City, Aesthetics, and the Natural World. At the same time, courses across all disciplines stress the skills that will serve you for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 majors Augsburg offers more than 50 majorsor you can create your own major either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 55 for a complete list of majors and minors.) This five-college consortium allows students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Through the Weekend College Program, 14 majors are offered. MISSION STATEMENT Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. - About Augsburg 1 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 125 years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 18905, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission 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. - 2 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a cuniculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William \! Frame became president in August 1997. He has initiated a strategic planning process intended to idennfy the distinguishing marks of the Augsburg education-in both pedagogy and substance-and a restructuring effort intended to improve operating efficiencies and open access for the College to new sources of capital. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. In 1999, a new apartment-style student residence opened. Major renovation of Sverdrup Hall created space for the Enrollment and Financial Services Center, the Women's Resource Center, and the Honors Program Suite; a skyway link to Lindell Library was constructed. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great memopolitan center. There are now almost 16,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in social work, leadership, nursing, and physician assistant training (after May 2001). WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. - About Augsburg 1 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with more than 1,000 students enrolled each term and 14 majors, Augsburg's Weekend College is the largest program of its kind in the state. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. A Community of Learners Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fai~ew-University Medical Center-are adjacent to Augsburg, with - 4 About Augsburg the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunneVramp1skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Office of Undergraduate Admissions-The central Office of Undergraduate Admissions is located at 628 Zlst Avenue South and provides offices for the admissions staff and a reception area for prospective students and their parents. Offices of the American Indian Student Services Program and PanAfrikan Student Services ProgramLocated in Murphy Place, these programs provide support services and information to American Indian and African American students. Anderson Hall (1 993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students and the Physician Assistant Program. Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing yearround use. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. East Hall-Houses the Minnesota Minority Education Partnership (MMEP) and the Center for Atmospheric Space Sciences at 2429 S. Eighth Street. Foss, Lobeck, Miles Center for Worship, Drama and Communication (1 988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theatre, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry and the drama and communication offices. The Foss Center's lower level is home to the Academic Skills Center, which includes the Learning Skills Office, the Center for Learning and Adaptive Student Services (CLASS) Program, the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory. The JeroyC. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center houses the Office of Alumni and Parent Relations and is located at 624 Zlst Avenue South. - About Augsburg 1 Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. The JamesC. Lindell Family Library (1997)-This four-level brick structure opened during the 1997-98 academic year. As the library and information technology center, it houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 2lst Avenues, and by Riverside Avenue and Seventh St. 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 fitness center, and general auditorium purposes. Mortensen Hall (1 973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1 964)-This facility provides offices for the Center for Global Education and a resource room for those interested in global issues. The Office of Academic Programs Abroad is also located here. Music Hall (1978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. New Hall (1999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Public Relations & Communication House-The public relations and publications offices for the College are located at 709 23rd Avenue South. Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the registrar's office, student financial services, and the business offices. In 1960 the Lisa Odland Observatory on the roof was completed. Sverdrup Hall (1955)-Named in honor of Augsburg's fourth president, it contains the Academic Advising Center, Weekend College, and the Office of Continuing Education as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1967)-Named in honor of Mr. and Mrs. Andrew Umess, this tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. - 5 About Augsburg W YOUTH AND FAMILY INSTITUTE OF AUGSBURG COLLEGE The institute is designed to help churches better serve the changing needs of youth and families. The institute offers an undergraduate academic program, as well as seminar/workshops, a resource tenter, and counseling services locally, nationally, and internationally. W ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. In addition to the programs listed below, the College is also home to the College of the Third Age. Richard R. Green Institute for Teaching and Learning-Named for the late Augsburg alumnus Richard Green, who served as superintendent of schools in both Minneapolis and New York City, the Green Institute is a collaboration between Augsburg College and the Minneapolis and St. Paul school districts. Its goal is to improve the outcomes of students, especially in urban areas, through systemic changes in K-12 education practices as well as higher education teacher training programs. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (M MEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. H POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1023. 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. - About Augsburg 1; ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Council on Social Work Education (B.S.W. and M.S.W.) National Association for Music Therapy, Inc. National League for Nursing Committee for Accreditation of Allied Health Programs (Physican Assistant Program) Augsburg College is an institutional member of the: National Association of Schools of Music (NASM) Council of Independent Colleges (CIC) American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *North Central Association of College and Schools Commission on Institutions of Higher Education, (312) 263-0456; <www.nca-cihe.org> IsAUGSBURG COLLEGE FACTSAND FIGURES Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 9 percent represent other Protestant denominations, and 19 percent represent the Roman Catholic Church. Accreditation-North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Committee for Accreditation of Allied Health Educational Programs. Approved by the American Chemical Society. Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. W Financial Aid--Over 84 percent of the students receive some form of financial aid from the College and many other sources. W Library-Over 175,000 items, direct access to over 1,300,000through CLIC, the Twin Cities private college library consomum. The James G. Lindell Family Library opened in September 1997. W School Year-Semesters from September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg Graduate Program-trimesters, September to June. W Majors-More than 50 majors in 23 departments. W Off-Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), lnternational Partners, Upper Midwest Association of Intercultural Education (UMAIE), and extensive cooperative education and internship programs. W Athletic Affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. W Policy--Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Enrollment (Fall 1999-2000)-3,053 students from 41 countries. Graduates-16,000 undergraduates from 1870 through August 1999. Student/Faculty Ratio-16 to 1. Undergraduate class size averages 15-20. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility-Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 10 major buildings without going outside. Degrees Granted-B.A., M.A., M.S., M.S.W. B.S.. B.M., n w n n n 4 0 , 3 4 3 V) - UNDERGRADUATE ADMISSIONS !O A ugsburg College is looking for students with intelligence and character. We want people whocan benefit from and contribute to their community, the College community, and the community at large. 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. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.-(612) 330-1001 or toll-free (800) 788-5678. We'll answer your questions and arrange a tour for you (including Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the comer of Seventh Street and 2lst Avenue South in Minneapolis. (Please call first.) For Weekend College Admission information, call (612) 330-1743. BPPLICATION PROCEDUR~ DAY PROGRAM FREbHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. T r a n s c r i p S A n official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test Scores-Freshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred. Results from SAT are also accepted. It will suffice if test scores are recorded on the official high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Two academic recommendations are required by the Admissions Committee before an admissions decision is made. - - - Undergraduate ~dmissions 2' On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions D e c i s i o b Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $100" tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $loo* tuition deposit. Those students who wish to live in College housing must also submit a $200 housing deposit. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants, submit two academic recommendations from their high school faculty, and arrange a personal interview with the director of undergraduate admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Office of Undergraduate Admissions for specific information. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 nonrefundable application fee to the Augsburg Weekend College Admissions Office. Transcripts-Have official transcripts from all previous postsecondary institutions sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous tranferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed peronally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admis- - ' 2 Undergraduate Admissions sion 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 w-riting samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ALL TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. Augsburg College limits transfer coursework from two-year colleges once a student has reached junior status. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches junior status, no additional credits will transfer from two-year institutions toward the minimum of 33 credits required for a baccalaureate degree. These courses can, however, be used to meet liberal arts and major requirements. A cumulative grade point average (GPA) of 2.2 (on a 4.0 scale) or better is required on previous college work for admission to the College. Acceptance of courses submitted for transfer is done by the registrar's office based upon the official student transcript(s). Acceptance of courses presented for a major or minor also requires approval of the department. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transfemng from the Minnesota State University and College System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the MN Transfer Curriculum. A maximum of 17 Augsburg equivalent courses (64 semester credits or 96 quarter credits from a community college) will be accepted once junior status is reached. No additional courses may be transferred from a community college. 2. All Augsburg general education requirements will be waived except: The City Perspective Two courses in Christian Faith (any two areas) The language requirement as stated One course that meets the Quantitative Reasoning Graduation Skill requirement - Undergraduate Admissions 23 One graduation skill writing course in the major College algebra or Math Placement Group 3 One lifetime sport 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Also, the physician assistant major requires a cumulative GPA higher than 2.5. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or January 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. - 24 Undergraduate Admissions INTERNATIONAL STUDENTS Augsburg welcomes students from countries around the world. (See International Student Advising on page 48.) International students should contact the Office of Undergraduate Admissions for an international student application and information on the application procedure. Applications must be completed two months prior to the start of the semester: June 1for fall, Dec. 1 for spring. For more information, call (612) 330-1001 or (800) 788-5678 (toll free), or write to: International Student Admissions Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA A, 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Audit Fee (for part-time students) per course................................$ Room Rent (includes telephone and basic service) ....................$ 2,680 (Room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2000-01 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$ 15,974 This rate applies to all full-time students attending in September 2000. Students are considered full-time when they take three or more courses during the semester. The charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 1,726 This rate applies to students taking fewer than three courses in a semester andlor an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. 630 Full-time students may audit a course without charge. Part-time students taking lifetime sports are charged the audit rate for that course. ..................$ 2,640 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 2,566 ....................$ 2,336 Student Activity Fee ................$ 150 Flex 5 point plan ACTC Bus (full-time students only) ..................$ 16 Information Technology Fee ..$ 200 OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ..................................... Late Registration (per day after classes begin) ..................... Registration Change after first five days (cancel/add/change/grade option, or combination at one time) ................................ Music Therapy Internship (one-half course credit) .............. - Financial Information 2; Private Music Lessons, per semester (14 lessons) ................. ,3324 Student Teaching (per course for full-time students) .................. $ 66 Student Teaching (per course for part-time students) ................. $130 Study Abroad (in approved non-Augsburg programs) .............$250 Fees Payable by CheckICash Application (new and/or special students) ........................$ 25 Nursing Comprehensive Exam ........$ 16 Nursing Credit Validation ................ $ 150 Locker Rental (commuters) .............$ 40 Student Parking Lot Permit -ar ........................................... $ 108 -motorcycle ............................ ..$ 50 Transcript Fee (per copy after first, which is free) ............ $ 5 Special Examinations, Cap & Gown Costs (Schedule on file in registrar's office) W BOOKS AND SUPPLIES These costs are estimated to be $900 per year. W DEPOSITS Enrollment Deposit (non-refundable) .................... $ 100 Required of all new students after acceptance. The enrollment deposit is credited to the students' account only when their enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to June 1 for fall semester or December 1 for spring semester, the $200 deposit will be forfeited. After these dates, the student shall forfeit the full amount of the damage deposit and shall be assessed an additional $450 for termination. Application Fee (payable once, non-refundable) ...................... .$ 20 Tuition (per course) ....................... .$1,258 Tuition (per summer course 2000) ..$ 950 Technology Fee (per course) ............ .$ 25 Activity Fee (per trimester) ............. $ 9.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) ..................... $ 630 Lifetime Sports: Fee for Weekend College Course ........................... $ 188 Lifetime Sports: Fee for Assessment of Previous Learning .................. $ 100 Nursing Clinical Fee ........................ $ 214 Supplementary Student Teaching Fee (per course credit) .............. $ 462 Late Confirmation Fee (per day) .....$ 35 Registration Change after first class meeting (cancelladd) ........$ 10 5 Transcript Fee (first is free) ............. $ - '8 Financial Information PAY MENTS-DAY PROGRAM Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment and Financial Services Center is sent to the student from the Business Office. Payment Options-Day Program(1) Semester payments, due August 15 and January 15 as billed; (2) Payment PlanUpon application and after College approval, a three-month plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Threepayment plan: first one-third payment is due at the start of the term; second and third payments are due in the second and third months of the term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 50 days after the last day of the term. Students on this plan must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. FINANCIAL POLICIES A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Leave of Absencnithdrawal from College form available in the Academic Advising Center or the Enrollment and Financial Services Center. It must be filled out completely, signed and turned in to the EFSC. Students who properly withdraw or change to parttime, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs). Students are responsible for canceling courses through the Enrollment and Financial Services Center in order to be - Financial Information 2! eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the dropladd form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the dropladd form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refund Amount Refund Period 100% Through the first five days of classes (less $100 administrative fee) 90% From the sixth day through the tenth day of classes 80% From the 1l t h day through the 15th day of classes 70% From the 16th day through the 20th day of classes 60% From the 2lst day through the 25th day of classes 50% From the 26th day of classes through the midpoint of the term. Augsburg Weekend College Program Refund Policy: This policy applies to new and returning Weekend College students who drop a portion of their scheduled course load. It also applies to students who completely withdraw from college and do not receive financial aid. Refund Amount 100% Refund Period Through the first class weekend (less a $75 administrative fee if withdrawing from the current term entirely) 80% Prior to the second scheduled class meeting 60% Prior to the third scheduled class meeting No refund after the third scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Pro-Rata Refund Policy: Applies to all Augsburg students who withdraw from all courses during their first term at Augsburg and receive Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). Tuition, fees, and room costs will be calculated based on the pro-rated portion of the term completed. The student may be eligible for a pro-rata refund up to the 60 percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will use federal government guidelines. - 10 Financial Information Federal Return of Funds Policy: This policy applies to returning students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pel1 Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Petition Committee. MEDICAL REFUND If a student is forced to withdraw from all courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Office of Student Life in Christensen Center. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment and Financial Services Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its EFSC, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 1999-2000 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as - Financial Information 3' current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. FAFSA forms are available from the Enrollment and Financial Services Center at Augsburg College or from high school guidance counselors. Renewal FAFSAs will be mailed to those students who applied for assistance during the prior school year. Be sure to include the Augsburg College code, 002334, on your application. Mail your application to the processing agency after Jan. 1. Applications must be mailed by April 15 for priority consideration. 3. Complete the Augsburg Financial Aid Application and submit it to EFSC. H WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility Subsidized~UnsubsidizedFederal Stafford loan application Students complete and return one copy of their award letter to the EFSC. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. H KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans 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 Vocational Rehabilitation, Educational Assistance for Veterans, Educational Assistance for Veterans' Children. and other sources. Honor Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must be in the top 15 percent of high school rank and top 20 percent ACT/SAT score. Separate applications are required. The application deadline is February 15. Regents' S c h o l a r s h i p T h e Regents' Scholarships are awarded to all qualified new freshmen in the top 30 percent of either high school rank or test score who apply and are accepted before May 1. - 12 Financial Information Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1. Transfer Honor S c h o l a r s h i k Transfer Honor Scholarships are awarded to selected transfer students with a minimum 3.0 GPA and 84 quarter (or 56 semester) credits in transfer from a Minnesota community college or Lutheran junior college, who apply for and are accepted for admission by May 1. A separate application is required by April l. Legacy Scholarship-These scholarships provide tuition benefits to full-time day students who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors; or children, grandchildren, or spouses of long-term Augsburg employees. Phi Theta Kappa ScholarshipThese scholarships are awarded to selected transfer students with a 3.5 GPA and 84 minimum quarter (56 semester) credits from a community college. A separate application is required by May 1. Science Scholarship-These scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Youth and Family Ministry Partner Scholarship-These scholarships are awarded by the partner congregation to a full-time Augsburg student who is majoring in Youth and Family Ministry. Augsburg ArneriCorps Scholarship-These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is August 1. PRIME Scholarship-This is a cooperative program in which Augsburg matches scholarships with Lutheran congregations. Separate application is required and church funds must amve at Augsburg by October 1. Leadership Scholarships M. Anita Hawthorne Leadership Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. Bonnie Wallace Leadership Scholarship-Recognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. ASIA-Recognizes incoming freshmen and transfer Asian American students with a demonstrated record of and/or potential for leadership. Limited to full-time day students. HispanicILatino Leadership Scholarshi p-Recognizes incoming freshmen and transfer HispanicLatino students with a demonstrated record of and/or potential for leadership. Limited to fulltime day students. - Financial Information 3: Faculty Leadership S c h o l a r s h i p Awarded to selected incoming freshmen who participate in the President's Scholarship competition. Performing Arts S c h o l a r s h i p Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 15. Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook and career plans show promise of contributing to the cause of peace. Separate application is required by February 15. Community and Public Service Scholarship-Awarded to incoming freshmen and transfer students who have a demonstrated commitment to public and community service. Separate application is required by February 15. Lutheran Leader S c h o l a r s h i p Awarded to incoming freshmen in the top 30 percent of their high school rank or ACT1 SAT test score who have demonstrated leadership within their Lutheran congregation and have the recommendation of their pastor. A separate application is required by February 15. NASA Scholarship-Awarded to freshmen (only) who have excelled in the areas of science, mathematics, and technology and who have demonstrated a high potential in careers related to aerospace science, technology, and allied fields. Lutheran Brotherhood a n d Aid Association for Lutherans-Awarded on financial need, participation in the Lutheran church and available funds. The AAL scholarship recipients must also have an AAL policy. Gift Assistance (Need Based) Augsburg Tuition Grant-These awards are based on financial eligibility, academic record, and participation in extracumcular activities in school, community, and church. Minnesota State Scholarship and Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment and Financial Services Center for accepted enrollment patterns. Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2000-01 is $3,300. Bureau of Indian AffairsITribal and State Indian Scholarship--Bureau of Indian Affairsnribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairsnribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Support Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. - 14 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus other aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College EFSC or the lending institution. - Financial Information 3! The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education Services Office. Applications are available from the Enrollment and Financial Services Center. Undergraduate freshmen and sophomores may borrow up to $4,500 per year, juniors and seniors up to $6,000 year. Maximum undergraduate borrowing is $25,000. The minimum loan amount per year is $500. The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begin the 13th month after you leave school. There are no deferments. Student Employment Augsburg College provides work opportunities for students. Assignment is based on need and potential competence in performing the duties assigned. Parttime work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program a n d Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. Note: For a complete description of Augsburg scholarships, request a copy of the Scholarship Catalog Supplement from the Office of Undergraduate Admissions. *Indicates endowed scholarships GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* Charles and Ellora Alliss Educational Foundation Scholarships American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* John and Martha C. Fahlberg Scholarship* E. W. Hallet Scholarship Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* The Jostens Foundation, Inc. Kopp Investment Advisors Presidential Scholarship Memorial Scholarship Foundation Scholarships* Financial Information Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Northern States Power Company Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Rutherford L. and Audrey M. Sander Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* Russel and Virginia Smith Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Edward Yokie Memorial Scholarship* SPECIAL SCHOLARSHIPS John Andrew Adam Memorial Scholarship* Aid Association for Lutherans Scholarship Alne-Swensen Scholarship* American Indian Scholarship* Charles and Catherine Anderson Diversity Scholarship* Charles and Kate Anderson Endowment Fund* Phyllis M. Baker Memorial Scholarship* Jeroy C. and Lorraine M. Carlson Scholarship* Carl C. and Kathleen A. Casperson Scholarship* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* David J. Formo Memorial Scholarship* Julian F! Foss Scholarship* The Grace Scholarship* Kay Halverson Scholarship* Hanwick Thanksgiving Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hormel Foods Company Scholarship Hoversten Peace Scholarship* Catha Jones Memorial Scholarship* King Harald Scholarship Torgney and Valborg Kleven Memorial Scholarship* Harold B. and Laura M. Lanes Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Power Company Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Nonvest Foundation Scholarship Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0. Olson Memorial Scholarship* Pederson Samuelson Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship ReliaStar Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* John and Agnes Siverson Scholarship* Financial Information 3; Short-Term Programs Endowed Scholarship Genevieve E. Stelberg Memorial Scholarship* Student Government Alumni Scholarship Dr. James L. Tuohy Scholarship W MULTlCULTURAL/INTERNATIONAL STUDENT SCHOLARSHIPS Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship CBS Foundation Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* Kerridgehlueller American Indian Scholarship James M. Kingsley American Indian Scholarship* Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul companies, Inc. Teaching Assistants Scholarship Students of Color Scholarship Fund* James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Kleven Public Service Scholarship Fund Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* Martin and Sylvia Sabo Scholarship for Leadership in Public and Community Service* Joel and Frances Torstenson Scholarship in Urban Affairs* W DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Alfred and Margaret Syring Scholarship Biology Biology Scholarships Robert Ellingrod Memorial Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration/Accounting/ Economics Allianz Life Insurance Company Scholarship Marianne Anderson Entrepreneurial Scholarship* - 18 Financial Information Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Famers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Minnesota Mutual Foundation Scholarship Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Robert Ellingrod Memorial Scholarship* Carl Fosse Chemistry Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Nancy Joubert Raymond Scholarship* David Winsor Memorial Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. l? A. Sveeggen Memorial Scholarship* Foreign Language Emil M. Fossan Modem Language Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Health-Education Roy and Eleanor Krohn Scholarship* Robert D. and Carolyn W. Odegard Scholarship* Health-Related Augsburg Nurses Alumni Association Scholarship* Blue Cross and Blue Shield of Minnesota Scholarship Eleanor Christensen Edwards Memorial Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Dr. Kristofer and Mrs. Bertha E. Hagen Memorial Scholarship* History Rev. and Mrs. 0 . J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics and Computer Science Allianz Life Insurance Company Scholarship Floyd V and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* - Financial Information 3 Music Beth Halverson Violin Scholarship* Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* David Gronner Memorial Scholarship* Majorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Hearn Violin Scholarship* 0 . I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . Lower-Nordkap Male Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W. and Edith B. Norberg Scholarship* Noms Memorial Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P. Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships Alfred and Margaret Syring Scholarship* John and Vera Thut Scholarship* Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physical Education Paul Dahlen Memorial Scholarship* David Gronner Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Hoyt Messerer Athletic Scholarship* James P. Pederson Memorial Scholarship* Stan Person Memorial Scholarship* Physics Floyd V and Ruth M. Case Scholarship* Robert Ellingrod Memorial Scholarship* Theodore J. Hanwick Physics Scholarship* NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship* Political Science Myles Stenshoel Scholarship* Psychology Jacob and Ella Hoversten Scholarship* Rev. and Mrs. George Pauluk Scholarship 10 Financial Information Religion and Christian Service Scholarships C. A. L. and Esther J. E. Anderson Scholarship* Kyle A. and Sandra L. Anderson Scholarship Augsburg College Associates Scholarship* Norman and Louise Bockbrader Scholarship* Andrew and Constance Burgess Scholarship* Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship* Rev. Donald C. Carlson Memorial Scholarship Fund Corinne and Herbert Chilstrom Scholarship* Henning and Sellstine Dahlberg Memorial Scholarship* Ernest S. Egertson Family Scholarship* Joel and Mary Ann Elftmann Scholarship* Luthard 0 . Gjerde Scholarship* Rev. Dr. Harald D. and Jonette T. Grindal Scholarship* Dave Hagert Memorial Scholarship* Elias E Harbo Memorial Scholarship* Arnold and Neola Hardel Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Iver and Marie Iverson Scholarship* Pastor George J. Kundson Memorial Scholarship* Rev. Arnold J. Melom Memorial Scholarship* Gerda Mortensen Memorial Scholarship* Pastor Carl 0 . and Edith W Nelson Memorial Scholarship* Onesirnus Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Johan H. 0 . Rodvik Memorial Scholarship* Rev. Olaf Rogne Memorial Scholarship* Ronholm Scholarship* Rev. Lawrence and Gertrude Sateren Scholarship* Paul G., Jr., and Evelyn Sonnack Scholarship* Roy C. and Jeanette Tollefson Scholarship Moms G. C. and Hanna Vaagenes Missionary Scholarship Fund* Johan L. Weltzin Memorial Scholarship* Social Work Blanca-Rosa Egas Memorial Scholarship* Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship* Steen Family Scholarship Fund for Minority Social Work Students* Bodo E Suemnig Memorial Scholarship* Edwin Yattaw Memorial Scholarship* Sociology Adolph Paulson Memorial Prize* Speech/Cornrnunication/ Theatre Arts Ailene Cole Theatre Arts Scholarship* Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre ArtsReligion Scholarship* 5 3TUDENT LIFE E xperiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student Government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. The Student Activities Program creates opportunities for students to enhance their leadership skills through active involvement in developing events, activities, and organizations that serve the student community Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. SOCIAL, CULTURAL, RECREATIONAL Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, name entertainment, and visiting personalities in various fields. The Christensen Center is the focus of leisure-time activity on campus. Cooper's Attic (the gameroom and student lounge) is a popular hangout located in the lower level. Many of the clubs that unite classroom and non-classroom related interests meet here. Student offices in this area include the College newspaper, the Echo; the yearbook, The Augsburgian; Student Government; and the Augsburg Student Activities Council. KCMR, a student-operated nonprofit radio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Urness Tower. FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. H INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MLAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, track and field, and golf. During 1999-2000, Augsburg men's and women's athletics marked the 75th anniversary of intercollegiate competition. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. SPORTS AND RECREATION At Augsburg, sports are for the average student as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 47.) - 14 Student Life Augsburg's mission focuses on student learning in the broadest sense. As an indication of the emphasis placed on student learning, the student and academic affairs offices work to bring together the student learning found in the classroom with the activities of experiential education and work, residence life, and the learning resources of the library and information technology. The following sections elaborate on facets of student life. The formal academic programs and requirements are described on page 55. ACADEMIC SKILLS CENTER The Academic Skills Center, located in Room 171 of Foss Center, is designed to offer students study-skills assistance so that they may achieve academic success. The center assists students in improving their skills in such areas as time management, notetaking, textbook reading and comprehension, test-taking, and concentration and memory improvement. Diagnostic testing is also available to assess skills in reading, vocabulary, spelling, study strategies, and learning styles. The staff will assist students in developing effective and efficient study skills. The Karen M. Housh Tutor Center, located in Foss Center, Room 18, arranges for students to meet with tutors for content tutoring in most freshman- and sophomore-level courses. The center also notifies students of tutoring labs available and coordinates supplementary instruction sessions, in which tutors attend the classes and lead discussions after class on major concepts of the course. The John Evans Learning Laboratory, located in Foss Center, Room 18, offers students the opportunity to improve skills in reading, writing, and mathematics through the use of computer software, as well as to review and prepare software for tests such as PPST, MCAT, LSAT, and GRE. Tutors are available to demonstrate the uses of the software, and students are able to monitor their progress. PROGRAM FOR STUDENTS WITH DISABILITIES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) Program serves over 200 students and is recognized as a leader in supporting college students with disabilities. The CLASS Program exemplifies the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning, physical, and psychiatric disabilities who demonstrate the ability and willingness to participate in college-level learning. The CLASS staff includes five learning disabilities specialists and a physical disabilities specialist who meet individually with students to assist them with advising and registration, academic support services, learning strategies, self-advocacy skills, organization and time management, and determining appropriate accommodations. The accommodations specialist coordinates testing accommodations, notetaking services, taped textbooks, adaptive technology, such as dictation and voice recognition software, a scanner, CCW, Braille printer, adaptive keyboards, and computer assistance. This level of individualized, academic support is possible through an endowment from the Gage Family, which allows the CLASS Program to provide specialized services to its students, especially those with learning disabilities. - Student Life 4. The Groves Computer Lab is designed for students with disabilities and contains computers and adaptive equipment to assist them in their academic progress. The campus is accessible to students with physical disabilities and includes a skyway tunnel elevator system that connects 10 major buildings. Modified and accessible rooms are available in all residence halls. For more information, please contact the CLASS Program at (612) 330-1053 to request a copy of the CLASS brochure and video and/or to schedule an appointment with a specialist. STEPUP PROGRAM The mission of the StepUP Program at Augsburg College is threefold: (1) it strives to affirm the College's commitment to provide a high-quality liberal arts education for students with diverse backgrounds, experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing study and living skills that support them in their academic progress toward a degree; and (3) it supports students in their commitment to sobriety. TUDENT SUPPORT PROGRAb AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to navigate successfully Augsburg's policies, procedures and expectations. The program Assists with application process Helps students secure financial aid Nurtures students' identification as an American Indian Provides opportunities for students to learn about their heritage Provides opportunities for the campus community to learn about American Indian culture Provides academic advising and assists in the development of individual education plans Other components of the program are: Intertribal Student Union: ITSU serves as a peer support group for incoming and currently-enrolled American Indian students. ITSU also organizes and co-sponsors cultural events. Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis Public School District, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one fifth of the loan will be forgiven. - 45 Student Life Anishinabe Library Project: Over 1,000 books, a variety of journals and scholarly publications, research materials, American Indian magazines and newspapers, and over 125 VHS videos are housed in the Lindell Library and at the American Indian Student Services office. The library project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States. PAN ASIAN STUDENT SERVICES support services, performs academic advising, personal and career counseling and advocacy for students of Afrikan descent and enables their learning experience to be interactive. PAC supports and advises the Pan Afrikan Student Union (PASU), the Hawthorne House (a Pan-Afrikan residence life community), and the Pan-Afrikan Alumni Council (PAAC). PAC is a clearinghouse for information regarding the Afrikan Diaspora and maintains a network with the Pan-Afrikan community. 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 Pan-Afrikan Student Union (PASU) provides support to students, including a schedule of social and cultural activities. The headquarters is in the Pan-Afrikan Student Services office, as is the PanAfrikan Center. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic difficulties, and employment and placement referrals. The HispanicLatino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. The Pan Asian Student Association (PASA) is affiliated with the program. The association carries out various activities during the academic year to increase the network of friendship and support for Asian and other students at Augsburg. PAN-AFRIKAN STUDENT SERVICES The program is committed to enhancing the education and personal development of students of African descent. The Pan-Afrikan Center (PAC) serves by supporting the learning of students of Afrikan descent and utilizing their diversity and history to enhance the educational experience of the Augsburg community. PAC provides recruiting, builds retention, offers HISPANIC/LATINO STUDENT SERVICES Students find assistance in admissions and financial aid procedures, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic1 Latino students and provide awareness of the unique aspects of Hispanic culture. - Student Life 4: HEALTH INSURANCE CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Augsburg College does not require that students have or show proof of health insurance, with the exception of international students and students who participate in intercollegiate athletics. Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction. Services include individual counseling, group counseling, psychological testing, assessment and referral, workshops, and consultation and outreach. The College offers basic health care services to students with or without health insurance through a contract with UFPSmiley's Clinic. These services are limited. Emergency services of any kind are not covered through the contract between Augsburg and Smiley's Clinic. If a student is not covered by a health insurance plan, they may purchase a student policy. Through the relationship with a skilled counselor, a student may discuss personal issues such as stress, depression, roommate problems, intimacy and sexuality, drug use, family problems, motivation, transitions, breaking away from family, self-image, difficult decisions, eating concerns, etc. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Located on the lower level of Melby Hall, the Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. FITNESS CENTER 8 Student Life International students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa requirements, tax information, practical matters, and personal concerns. New international students participate in an orientation program before the beginning of the term that provides practical information on housing, banking, using local transportation, and course registration. Students also learn about the U.S. educational system, intercultural communication theory, and how to adjust to life at Augsburg. (Also see English as a Second Language on page 81.) The Cross Cultural Club works to utilize the cross-cultural perspectives of its international students and students with experience overseas to engage the college community on world issues. This is done through faculty, staff, and student development programs that include intercultural communication seminars, International Student Week, and sponsorship of forums and international issues. (Also see Study Opportunities Abroad on page 60 and Student Teaching Abroad on page 63.) Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center and Christensen Center. With just under 900 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg thorugh social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun and leadership. Research indicates that students living in residence halls earn higher grades and gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community, including dances, movie nights, coffee house concerts and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers and Internet access. A skyway connecting the lobby of Urness and Mortensen Halls to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by - Student Life 4s June 1,as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after June 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall-All new students and some upper-class students live in Urness Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms are available. Mortensen Hall-This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted, air conditioned, and contains kitchen units. It is furnished with beds and dressers. Anderson Hall-Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, and desks. who are interested in creating a livingearning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-Up. FOOD SERVICE Commons-Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Food portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's-Located on the ground floor of the Christensen Center, Murphy's features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. New Hall-Opened in 1999, this apartment residence includes studios and two and four bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, grievances, and grade appeals. These are in the Student Guide. Special Interest Housing-Special Interest Housing is available to students The College operates in compliance with the Family Educational Rights and STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS - 50 Student Life Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar's office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available from the Office of Academic and Learning Services. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in this catalog on page 83 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. Complete information about Augsburg's procedures with regard to FERPA are available from the registrar's office. DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, Ground Floor, Memorial Hall 19, (612) 330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin). Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on sex or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN 55454. Formal grievance procedures are described in the Student Guide. Copies are available from the Office of Academic and Learning Services. ,- Ili -, e r r ~ u l u ~ t I -' u m ~ a < , ,,, ,Quick Check ~ - ACADEMIC 'L INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cuniculum introduces students to the breadth and complexity of knowledge and culture. Required courses in Christian Faith are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. DECREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts in leadership, master of arts in nursing, the master of science in physician assistant studies, and the master of social work degrees. ters of approximately 14 weeks, separated by a four-week January Interim. Full-time students normally take four course credits each semester and one course during Interim. Day school freshmen are required to take an Interim course their first year. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term. (See Registration on page 66 and Calendars on pages 4-7.) January Interim is particularly intended to be a time for both students and faculty to employ different styles of teaching and learning, and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad. Weekend College classes meet on alternate weekends and the program follows a trimester calendar. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for three and one-half to four hours. Students may take from one to four classes each term. H ACADEMIC CALENDAR Courses and majors offered through Weekend College are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. The Augsburg day program follows the 4-1-4 calendar, with fall and spring semes- ~ u ~ s b offers u r ~two summer school sessions. A maximum of three course credits - Academic lnformation 5: can be earned in the two summer sessions each year, one of four weeks and one of six weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School. Augsburg graduate programs follow a trimester calendar (see Graduate Programs on page 65.) 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 other terminal degree, and all consider teaching to be the focus of their activity. Faculty are involved in social, professional, and a variety of research activities, but see these activities as supporting their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot facility houses all library and information technology functions of the College. In addition to the 175,000 volume main collection, the Lindell Library includes the Gage Family Art Gallery, special collections and archives, a curriculum library and instructional technology lab, library instruction classroom, and facilities for media viewing and listening. A bridge links the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment and Financial Services Center, as well as additional computer labs and multimedia classrooms, a lounge and vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. Appropriately equipped laptop computers can be connected to any of several hundred data ports throughout the building to access these resources. lnformation Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Augsburg's Web site <www.augsburg.edu> for more on IT at Augsburg. Computing Students have access to over 180 oncampus personal computer systems. There are desktop machines in two computer - ;4 Academic Information labs and five computer classrooms, as well as 100 laptops that can be checked out at the IT Service Center for use in the library. Other machines are available for student use within academic departments. A campus-wide network offers a full range of network services including printing, e-mail, newsgroups, the World Wide Web, and access to resources available via Gopher, Telnet, and FTP Appropriately equipped student-owned machines can also be connected to the network to provide access from dormitory rooms. (Also see Honors Computing and Communications Lab under Honors Program on page 59.) Media Resources Lindell Library provides a large collection of sound recordings, video tapes and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law is available. The library supplies TV sets, VCRs, video cameras, video editing, tape recorders, microphones, slide-, overhead-, filmstrip-, and movie projectors as well as screens and carts. Facilities for classes in broadcasting are located near the communications department in Foss Center. Telecommunications A campus-wide telecommunications system enables easy and convenient voice communication between students, faculty, and staff. Students can leave voice mail messages with any member of the faculty, administration or the staff; voice mail or call waiting are available to resident students at a modest cost. Long-distance service, billed to individual students, can be arranged for any on-campus residence phone. ACADEMIC ADVISING CENTER (AAC) The Academic Advising Center advises all incoming students with undeclared majors, provides information on matters of general education, administers and tracks all entry level skills assessments, interprets catalog and graduation skills requirements, and advises students who have been placed on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials for organizing and recording student academic progress. The center also coordinates assessments and advising for the summer orientation program, and provides in-service training and development for faculty advisers. AUGSBURG SEMINAR (AUG 101) The Augsburg Seminar is a first-year success course. It reflects the College's commitment to a meaningful introduction to college for our students-an enriching beginning for a college career. To provide focus for this introduction, the Augsburg Seminar is linked to one or more content courses to form a cohort of learners. Course content is reflected in and expanded upon in readings, discussions, and other seminar activities. Diversity, tradition, change, ways of knowing, and what it means to be an educated person are common themes. (Also see page 94.) - Academic Information 5: e day program if they wish. They may ~ l t as e many courses as possible through DIVISIONS AND DEPARTMENTS The College cumculum is offered by 23 departments that are grouped into four divisions for administrative and instructional purposes. Humanities-Joan Griffin (Chair). Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians. Natural Science and Mathematics-Ken Erickson (Chair). Biology, chemistry, mathematics, computer science, physics, physician assistant studies. Social and Behavioral SciencesGany Hesser (Chair). Business administration/accounting/MIS, economics, history, political science, psychology, sociology. Professional Studies-Rosemary Link (Chair). Education, health and physical education, music, nursing, social work. MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students may contact the registrar about creating a student-designed major. 1 Majors shaded in blue are offered through both the day program and Weekend College. Weekend College students may choose a major offered only in Weekend College, then finish the major a a day program student. A change of program is allowed once each academic year. Transdisciplinary Majors Students wishing to develop their own major by combining appropriate portions of two majors may consider the transdisciplinary major. This major enables students to respond to a particular career interest. While such an individually developed major may satisfy the particular interest of a student, broad majors may not be suitable for those wishing to pursue graduate study or pre-professional programs in some academic fields. Students wishing to develop a transdisciplinary major are to observe the following: A. The major program should include at least two-thirds of the courses required in the normal major programs of two major fields offered at the College. B. The student should design and sign a contract for such a major prior to the end of his or her sophomore year. Contract forms are available in the registrar's office. C. The contract must be approved by the student's adviser, the department chairs of the two majors to be combined, and the Committee on Student Standing. AccountiG - . --..-. . General Accounting Managerial ~ c c o u r i i i g Public Accounting Art Art History Studio Art ''1 ~~~s Administration - EconomicsA3usiness Administration - ;6 Academic Information Chemistry (B.A. or B.S.) Communication General Communication Studies Mass Communication Organizational Communication Public Relations and Advertising Marketing Communications Human Relations Supervisory Management )mputer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) East Asian Studies Economics Applied Economics Computational Economics Economics Economics/l3usiness Administration Economics/Political Science Teaching Major Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) - - - Kindergarten-Elementary (licensure) Secondary (non-major, licensure only) Engineering English Health Education History International Relations Management Information s y s t e 4 Mathematics Metro-Urban Studies Modern Languages l French German Norwegian Spanish Music Music (B.A.) Music Education (B.M.) I Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.-Weekend College only) Philosophy Computational Philosophy Physical Education Physician Assistant (becomes a graduate program in May 2001) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political SciencelEconomics teaching major Psychology Social Psychology Religion Youth and Family Ministry Russian, Central and East European Area Studies 1 Social Work (B.S.) Sociology Crime and Community Social Psychology Theatre Arts Transdisciplinary Women's Studies' mm Accounting gmericanmian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East Asian Studies Economics English Film Health Education History International Business - Academic Information 57 International Relations Linguistics Management Information Systems Mathematics Metro-Urban Studies Middle East Studies Modern Languages 1 French German Norwegian Spanish Music Nordic Area Studies Philosophy Physical Education Physics Political Science Psychology Reli Soci y Social Welfare Russian, Central, and East European Area Studies Special Education Theatre Arts Theatre Arts Theatre History and Criticism Women's Studies It is possible for day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consortium, and Weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. =Dual-degree programs with the University of Minnesota Institute of Technology, Washington University School of Engineering and Applied Science, and Michigan Technological University. H OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middle school education with a subject area concentration in one of the following: math, science, communication artsfliterature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the area of concentration. Students seeking this licensure obtain an elementary education major with a subject area concentration. Licensure is also available in the following middle schoolhigh school fields: biology, chemistry, communication artsfliterature, health, mathematics, physics, social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music (K-12), instrumental music (K-12), and physical education (K-12). This license prepares people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information) - 58 Academic Information Students seeking elementary licensure have advisers in the education department. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Academic Advising Center early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 113,114,215; PHY 121,122; CHM 115, 116 (or 105, 106), 351, 352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering-See engineerifig degree and major requirements on pages 136-137. Pre-Law-Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine-Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENG 111; CHM 115, 116 (or 105, 106); CHM 351,352; BIO 113, 114,215,367; MAT 145, 146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476; CHM 361. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy-Coursework in preparation for these training programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy-Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114,215,476; CHM 115, 116 (or 105, 106), 351,352; ECO 113; ENG 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary-A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111, 221; at least two semesters of history (Western civilization); one or more - Academic Information 59 courses in the history of philosophy, and Greek in the junior andlor senior year. Pre-Veterinary Medicine-To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 105/106 or 115/116, CHM 351/352, BIO 113, BIO 367, BIO 355, BIO 476, PHY 121/122. Other non-science courses are also required. HONORS PROGRAM The Honors Program is designed to challenge and encourage the most academically distinguished students at Augsburg. The program combines academic and cultural components with social activities. Members of the program normally enter as freshmen, but students may enter the program as late as the beginning of the junior year. Students graduate from the Honors Program upon successful completion of the program, which is noted on the transcript. That notation provides an advantage for both employment and graduate school application. The Honors Program at Augsburg was awarded a National Science Foundation Grant from 1995-1997 to establish an Honors Computing and Communications Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an honors version of CSC 160 Introduction to Computer Science and Communications, which establishes crisp computing and communications skills at the outset of their collegiate careers. Other courses in the program make use of these computing skills in lab-oriented sequences exploring literature, writing, history, religion, philosophy, and social and natural science. During the junior and senior years, stu- dents take four mini-seminars (one full course credit upon completion), one each semester, and participate in a six-week Monday Forum Program each term. Seniors take a senior seminar during Interim, which satisfies a perspective requirement, and are obliged to complete an approved honors project. Some seniors satisfy this requirement by serving on the Augsburg Honors Review, a yearly journal that publishes outstanding student papers. Requirements center on full participation in the program and the maintenance of at least a 3.3 GPA the freshman year, a 3.4 the sophomore year, and a 3.5 the last two years. Please direct inquiries to Dr. Joan Griffin, director of the Honors Program, (612) 330-1045. INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media CenterThrough CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 1,300,000 volumes. Associated Colleges of t h e Twin Cities (ACTC)-Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. The colleges have coordi- - 60 Academic Information nated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Weekend College students may not participate in the ACTC consortium program. Higher Education Consortium for Urban Affairs (HECUA)-Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 62.) Air Force ROTC-Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar's office. Army ROTC-Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Naval ROTC-Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the registrar's office. Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. OPPORTUNITIES FOR STUDY ABROAD An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspectives on world peace in Norway, or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. Academic Requirements a n d Credit Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as if studying on campus. Courses abroad can fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs before departure. Students receive advice on selecting programs that best fit their academic, career, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. - Academic Information 61 Eligibility and Application All students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus. Although foreign language skills are an asset, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The deadline for application is Sept. 30 for off-campus study during spring term and March 1 for off-campus study during fall term. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying overseas. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center's study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other participants in a community house, spending several days in a rural setting, and several weeks living with host families. They also travel together on two-week seminars-from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)Fall This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, interdisciplinary studies, political science, and Spanish. Augsburg application deadline: March 1. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)-Fall or Spring This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Course credit may be earned in Spanish, religion, interdisciplinary studies, and economics. Augsburg application deadline: March 1 for fall, Sept. 30 for spring. Multicultural Societies in Transition: Southern Africa Perspectives (Namibia)-Fall This intensive program of travel and study is designed to introduce participants to the central issues facing southern Africa. Namibia is a nation that has recently gained independence and is making a tran- 62 Academic Information sition from colonialism to independence. Credit is available in history, religion, political science, and interdisciplinary studies. Augsburg application deadline: March 1. Gender and Environment: Latin American Perspectives (Mexico)Spring This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Credit is available in Spanish, sociology, political science, and religion. Augsburg application deadline: Sept. 30. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)Spring This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today's world, the challenges posed by under and unequal development, and the long-term project of decolonizing the mind. Augsburg application deadline: Sept. 30. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different full semester programs in Norway, Ecuador, or ' Colombia. All programs emphasize the impact of the social change and cross-cultural factors on the human community. HECUA programs emphasize intense Ianguage experience, internships, and field trips. For more information on international HECUA programs, see the listings under International Studies; and for non-intemational programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway-Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, and language and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: March 15. South American Urban Semester: Guatemala and Ecuador-Fall This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: March 1. Community Internships in Latin America: Ecuador-Fall This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives - Academic lnformation 63 of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Application deadlines: Nov. 1. Environment, Economy, and Community in Latin America: Guatemala and Cuba-Spring Through fieldwork and hands-on projects, students explore the impact of global development on local culture and environment and the response of indigenous communities in Guatelmala, with travel to Cuba or another Latin American country. Augsburg application deadline: Sept. 30. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University or the University of Minnesota-Moms. Students have options for student teaching in dozens of countries through the International Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. Augsburg also offers student teaching opportunities in Norway For additional information, contact the Department of Education student teacher coordinator. Interim Abroad Each January, 25 to 30 courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education (UMAIE). Course registration is held during the spring and fall terms for the following January. Application deadline: Oct. 25. THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service and workbased learning experiences. The center helps students take advantage of Augsburg's metropolitan location through the highly successful experiential programs that link the College's academic programs to Twin Cities employers and organizations. Through internships, cooperative education, and community servicelearning, Augsburg students enrich and expand their liberal arts education by embracing the worlds of work and service and integrating this learning with their education, career, and vocation plan. Experiential education opportunities are closely related to a student's major, coursework, or career interest. Placement opportunities may be in small and midsize companies, large corporations, nonprofit organizations, schools, government agencies, and community-based organizations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work and Learning includes the following programs: Academic Internships An academic internship is a carefully planned, service or work-based learning experience where a student focuses on specific academic and individual learning 64 Academic Information objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships are numbered 199 (see page 87). Internships are available in all majors and can be taken during a semester (or Weekend College trimester), Interim, or summer session. Interdisciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 77. A maximum of four courses of internship may count toward the total courses required for the degree. Cooperative Education Cooperative education is a college-supported, paid, work-learning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice in work or servicebased settings. Students also earn money to help defray educational costs while gaining important on-the-job experience. Job opportunities typically are part-time during the academic year andlor full-time in the summer. Co-op jobs are flexible and can begin and end anytime. Co-op ed is not accredited in and of itself, but a non-credit cooperative education transcript notation is highly recommended during the academic terms the student is employed. Co-op ed students are encouraged to register for at least one internship for credit in conjunction with their cooperative education participation. Co-op ed is available to Augsburg students who have completed their freshman year and are in good academic standing. Community Service-Learning Augsburg's Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Augsburg students learn from the community in which they live by participating in service activities combined with learning components such as orientation sessions, seminars, and class discussions. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service examples include tutoring at schools and community centers, volunteering at homeless shelters, building housing for low-income people, or working with environmental groups. Service-learning experiences can also include service-based internships, and a wide range of extracurricular volunteer options. The service-learning program also works closely with the student-directed Augsburg LINK, residence hall directors, and campus ministry. Career Services Career Service is committed to assisting all students with their career planning. - Academic Information 65 This process is an important part of a student's development while attending college. To aid students in this process, Career Services offers students the opportunity to actively participate in career seminars, career assessments, one-on-one counseling, self-paced computer career planning modules, and use of the Alumni Resource Network for informational interviews. Services are available to all students, but some programs are sponsored especially for seniors. Seniors are encouraged to attend the annual private college job fair with recruiters representing business and the nonprofit and government sectors, or the education job fair. ROCHESTER PROGRAM Augsburg offers courses leading to a B.S. in nursing and the Master of Arts in Nursing in Rochester, Minnesota. Courses meet weekday evenings, but otherwise follow the Weekend College format. Introductory courses in other majors are also offered. The Rochester Program began in the fall of 1998 under the leadership of Dr. Rick Thoni, who founded Augsburg's Weekend College program. Students in the Rochester Program are required to have Internet and e-mail access, and make extensive use of electronic communication to support their course work. GRADUATE PROGRAMS Augsburg College offers four graduate degree programs: the Master of Arts in Leadership (MAL), the Master of Social Work (MSW), Master of Arts in Nursing, and the Master of Science in Physician Assistant Studies. Catalogs for each degree program should be consulted for complete information. The Master of Arts in Leadership is based on the subject matter and approaches of the traditional liberal arts. This crossdisciplinary program directs its academic content and pedagogical approaches at situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays and alternate Thursday evenings. The Master of Social Work (MSW) prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College's mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. 66 Academic Information The program development, policy, and administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and services that respond to human need. The Master of Arts in Nursing offers a program designed to prepare Advanced Practice Nurses for population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. Graduate nursing classes meet on an every other week or one weekend a month basis in Rochester and Minneapolis. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the inlnortance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. For more information contact Milda K. Hedblom, Canadian program coordinator. College of the Third Age OTHER PROGRAMS Continuing Education Program The mission of the Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the College. Adult students who wish to earn traditional course credit should contact the Weekend College Office. The Office of Continuing Education is currently developing a series of non-credit programs to offer through the Center for Professional Development. These seminars will focus primarily on leadership, management, communications, and information technology for businesses and nonprofit organizations. Call the office for information on current course offerings. Augsburg demonstrates its commitment to lifelong learning through its College of the Third Age Program. For more information, contact the Office of Continuing Education. REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester and one course during Interim. Students registered for three or more course credits in a semester are classified as full-time students. To register for more than 4.5 course credits, students must contact the registrar's office to petition the Committee on Student Standing for permission. Weekend College students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. - Academic Information 67 Although a day student may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Weekend College students must register no later than the Monday following the first class weekend of the term. Special fees are charged for late registration. Special fees are also charged for cancelling or adding courses or changing the grading option after the first five days of a semester. Crossover Registration Policy A joint class schedule is published each spring by the Associated Colleges of the Twin Cities, listing courses and their locations at the five colleges for the following academic year. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. It is expected that students will complete most of their degree requirements through their "home" program; either day or Weekend College. However, students may register for one course per term in the opposite program if space allows. Consult the Enrollment and Financial Service Center for information on designated times and procedures for crossover registration. Students taking courses in both the dav and Weekend College programs that total three course credits or more on any given date will be charged comprehensive day program tuition. A Weekend College student taking one day schedule course and who has fewer than three total course credits will be charged the current part time tuition for day school. Interim, summer school, Weekend College, and graduate program courses are published in separate schedules. Weekend College students may not cross over to attend ACTC (Associated Colleges of the Twin Cities) courses. Specific information on registration and help with registration on other campuses are available from these offices: Courses offered on weekday evenings that are published in both the Weekend College schedule and day program schedule are open to both groups of students and are not subject to the crossover policy. u Enrollment and Financial Services Center-(612) 330-1046 Interim Office-(612) 330-1150 Office of Summer School-(612) 330-1000 Office of Weekend College-(612) 330-1743 MAL Graduate Program Office(612) 330-1786 MSW Graduate Program Office(612) 330-1763 MA Nursing Graduate Program Office-(612) 330-1204 Physician Assistant Program(612) 330-1039 Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled day students may pre-register during the fall for the spring term and during the spring for the fall term. Weekend College students may pre-register during the designated time prior to the start of each term. 68 Academic Information HECKLIST AND SUMMARY OF ENERAL EDUCATION REQUIREMENTS R GRADUATION This quick-reference checklist is an abbreviated version of the general education cumculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 71. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Ci Complete the fall orientation and seminar (see page 94). (Sophomore transfer students are exempt.) Ci Satisfy entry level skill requirements in: Mathematics Writing Critical Thinking Ci Two different lifetime sports. Ci Achieve a Math Placement Group score of three. Ci Complete 33 course credits. Of these: 11 must be upper division (numbered 300 or above) Two must be Interim courses (Weekend students are exempt) No more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . .17 Music Performance (B.M.) . . . . . . .20 Music Therapy (B.S.) . . . . . . . . . . . .17 Physician Assistant (B.A.) . . . . . . .19.5 Social Work (B.S.) . . . . . . . . . . . . . .15 Other maximums are described on page 71. Cl Complete a major. Ci Maintain minimum grade point average. Ci Complete courses that fulfill the following perspective requirements. No students will be permitted to count more than three courses from the same department in meeting perspective requirements. Three Christian Faith Perspectives? from different areas One City Perspective Two Western Heritage Perspectives' from different departments One Human Identity Perspective One Aesthetic Perspective Two Social Work Perspectives, from. . different departments One Intercultural Awareness Perspective Two Language Perspectives, other ' . than your natural language Two Natural World Perspectives, from different departments unless a yearlong sequence is taken Ci Complete courses designated to fulfill the following Graduation Skills with a minimum grade of 2.0 or F! (These requirements may be met with courses in the major or perspectives.) Two courses with Writing components (one within the major) One course with a Critical Thinking component One course with a Speaking component , . I - One course with a Quantitative Reasoning component All transfer students (entering with 14 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Q Satisfy entry level skill requirements in writing Q Two different lifetime sports C3 Achieve a Math Placement Group score of three. I Complete 33 course credits. Of these: 11 must be upper division (numbered 300 or above) ; 1 ' a . . No students will be permitted to I lcount more than three courses from - t h e same department in meeting per, - - ' spective requirements. lr I. - = No more than 13 courses may be in any one department, with the followI ing exceptions: II Accounting (B.A.) . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . .17 ., a Music Performance (B.M.) . . . . . . . .20 Music Therapy (B.S.) . . . . . . . . . . . .17 Physician Assistant (B.A.) . . . . . . .19.5 Social Work (B.S.) . . . . . . . . . . . . . .15 ., . Other maximums are described on page 7 1. a .+- -- >+ Academic * information' 69 Complete a major. 0 Maintain minimum grade point average Q Complete courses that fulfill the following perspective requirements: Two Christian Faith Perspectives (one Christian Faith Perspective for transfer students entering with 24 or more course credits) One City Perspective One Western Heritage Perspective One Human Identity Perspective One Aesthetic Perspective One Social World Perspective One Intercultural Awareness Perspective Two Intercultural Awareness (language) Perspectives, other than your native language One Natural World Perspective Complete courses that fulfill the following Graduation Skills with a minimum grade of 2.0 or F! (These requirements may be met with courses in the major or perspectives.) One course with a Writing component within the major One course with a Critical Thinking component One course in Speaking One course in Quantitative Reasoning - 70 Academic Information Class Confirmation (payment of fees) All students must confirm their registration with a signature and final payment arrangements prior to the start of classes. Students who do not confirm their registration by the first day of classes (unless special arrangements have been made) will have their registration cancelled. They may register and confirm during the drop/add period, but special late fees are assessed and added to their account. Withdrawal from College Students are urged not to abandon courses for which they are registered because this may result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the registrar's office. A Leave of AbsenceNithdrawal from the College form may be obtained in the Academic Advising Center or in the registrar's office. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Committee on Student Standing. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar's office. Leave of Absence Students may request a leave of absence for academic or personal reasons. A Leave of AbsenceNithdrawal from the College form must be picked up in the Academic Advising Center or the registrar's office. It must be signed by advising center staff or an authorized representative. The completed form must be submitted to the registrar's office. A leave of absence may be granted for one term or one academic year. If an extension is needed, an updated leave of absence form must be submitted to the registrar's office prior to the expiration of the previous leave of absence period, or an application for re-admission will be required. Students are responsible for keeping the registrar's office informed of their mailing addresses. All deadlines for financial aid and housing must be observed by the returning student. A leave of absence does not defer payment of loans or extend incomplete course deadlines. Former Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. Some departments will not accept coursework taken more than a specified number of years ago. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements. - Academic Information 71 Requirements For Undergraduate Graduation: GRADUATION REQUIREMENTS The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, the Academic Advising Center staff, department chairs, and the registrar are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the registrar's office about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 in Undergraduate Admissions-Special Students (Second Degree). Each student must apply for graduation. Students should apply at the start of their last academic year to confirm remaining graduation requirements. Application forms are available in the registrar's office. All degree and course requirements must be completed and verified in the registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). Degree requirements include completion of a minimum number of credits, a major, the Augsburg Seminar (AUG), a minimum GPA, residence, and general education courses, including lifetime sports. 1. Completion of 33 course credits-At least 11 course credits must be upper division, numbered in the 300s and 400s. Not more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music performance (B.M.) - 20; music therapy (B.S.) - 17; physician assistant (B.A. until May 2001) - 19.5; and social work (B.S.) - 15. This course total must include two Interims for students who enter with fewer than 14 courses. Students transferring with 14 or more courses are not required to take the Interim courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. No more than these maximums may be applied toward the 33 total course credits required: four Interim courses; two courses by independentldirected study; four courses of internship; and eight course credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two in the major except elementary education (two in the major plus student teaching), social work (two in the major plus field work practicums) . 2. Completion of a MajorRequirements for each major are listed under the departmental headings. - 72 Academic Information 3. Augsburg Seminar (AUC 101)All students who enter the College as freshmen in the weekday schedule program must satisfactorily complete fall onentation and the Augsburg Seminar. See the program section on the Augsburg Seminar for a full description. 4. Grade Point Average-2.0 for most majors. A minimum grade point average of 2.0 is required for all courses taken and specifically for all courses that apply toward a major or special program. Some majors, licensure, arid certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, and social work.) See the departmental section for details. 5. Residence-The last year of fulltime study or equivalent (no less than 7 of the last 9 credits) must be completed at Augsburg or within an approved ACTC exchange program. No less than a total of 9 credits are to be taken at Augsburg College. Contact the registrar if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the department H SKILLS COMPONENT Entry Level Skills Requirements The entry level skills tests are inventory assessments in: Writing Mathematics Critical thinking Placement in writing courses, math courses, and critical thinking courses is determined by the assessments. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and sophomore transfer students with fewer than 14 courses: Take entry-level skills assessments and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the math placement assessment. Students may retake the Math Placement Assessment once during their first term of enrollment. Students are required to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take ENG 101 Developmental Writing before ENG 111 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year. - Academic Information 7: Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Freshman and sophomore transfer students will be required to satisfy all of the Graduation Skill course requirements. Advanced Transfer Students Transfer students who enter with 14 credits or more are exempt from critical thinking assessments. Those who have not passed the equivalent of ENG 111Effective Writing course must take the entry level test in writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course. Advanced transfer students are required to satisfy all the Graduation Skill course requirements, except only one of the writing courses is required. Mathematics Requirement Students must achieve Math Placement Group (MPG) 3 or higher prior to graduation. In addition, many courses require MPG 2, 3, or 4 as prerequisite and so students are encouraged to advance their MPG as soon as possible. All students are required to have their 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. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Center. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from the Academic Advising Center. 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. Review help is available from the Academic Enrichment Center. Graduation Level Skills General education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students are required to have two courses with Writing Skill components (at least one within the major) and one course each with Critical Thinking, Speaking, and Quantitative Reasoning Skill components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major or general education perspectives. All Writing Skill courses have the prerequisite of ENG 111, all Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment. - Academic Information '4 Lifetime Sports Two different lifetime sports are required. Students in the day program who are not health and physical education majors or in intercollegiate athletics may test out of one lifetime sport. Students may demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to take the lifetime sport proficiency test. Students must satisfy the second lifetime sport requirement by enrolling in a lifetime sport course. Lifetime sports are non-credit courses, are not counted as meeting Interim course requirements, and are not included in the 33-course requirement. GENERAL EDUCATION The General Education program consists of the first year Augsburg Seminar for day freshmen, the liberal arts perspectives and the graduation skills. A primary objective is to develop lifelong learning in the context of the liberal arts and the mission of the college. The goal of the Liberal Arts Perspectives is to help students think systematically about what it means to be a human. Perspectives courses should: Extend knowledge in liberal arts, especially outside of one's major disciplinary field. This is done by 1) reflecting on the importance and meaning of spirituality in their lives and the distinctiveness of Augsburg as a college of the Lutheran Church in the city; 2) reflecting on diversity through intercultural awareness; 3) reflecting on areas associated with liberal arts, including aesthetics, human identity, the social world, natural world and westem heritage. Demonstrate connections between liberal arts and the major field of study. Develop an appreciation of the role of service to society. The General Education program should also teach students the skills expected of a college graduate in writing, critical thinking, speaking and quantitative reasoning. LIBERAL ARTS PERSPECTIVES The general education Liberal Arts Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The goals of the perspectives are achieved through a variety of courses that have been approved as meeting the criteria established for each perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the registrar's office. These choices are controlled by the following policies: 1. A student will choose a minimum of one course from each required perspective category. 2. No single course can fulfill the requirements in two or more categories. 3. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. 4. No student may count more than one course from the same department in meeting the requirements of any single perspective emphasis area except: Up to three courses in religion may be used to meet the perspective, The Character and Mission of Augsburg College: The Christian Faith. Up to two courses in a year-long sequence of approved natural science courses may be used to meet the perspective, The Natural World. - Academic Information 7: Up to two courses of the same mode m language may be used to meet part of the perspective, Intercultural Awareness. THE EIGHT PERSPECTIVE REQUIREMENTS Perspective: The Character and Mission of Augsburg College: The Christian Faith This perspective focuses on Augsburg as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. Perspective: The Character and Mission of Augsburg College: The City This perspective focuses on the College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and critically reflect upon the city with its diverse populations, cultural, govemmental and economic institutions, and opportunities and challenges. In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and education experiences, or by designated or college-approved non-credit experiences (such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209 seminar related to the Perspective. The City (C) Christian Faith (CF 1, 2, and 3) Area 1is biblical studies, Area 2 covers Christian theology, and Area 3 includes the study of values or religions outside the Christian faith. Three course credits are required to meet this perspective except for the following: Transfer students entering with 14-23 course credits will be required to take two courses in the Christian Faith Perspective while registered at Augsburg. Transfer students entering with 24 or more course credits will be required to take one course in the Christian Faith Perspective while registered at Augsburg. One course credit or experience is required to meet this Perspective. Perspective: Western Heritage This perspective is intended to help students critically examine themes (found, for example, in literature, philosophy, and the arts) and events that have historically shaped Western civilization. Attention should be paid to the contributions of and to critiques of Western thought by women and ethnic minorities. - '6 Academic Information Western Heritage @lH 1 and 2 ) Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 14 or more course credits. Perspective: Human Identity This Perspective is intended to help students view themselves as people with unique abilities, values, beliefs, experiences. and behaviors. Human ldentity (HI) One course credit is required to meet this perspective. Perspective: Aesthetics Aesthetic creations convey fundamental insights and values, express beauty, and enhance life. This perspective focuses on aesthetic qualities in artistic expressions by oneself and others. Aesthetics (A) One course credit is required to meet this perspective. Perspective: The Social World This perspective is intended to help students learn to identify, examine, and critique social, economic, or political systems: to understand how and why such systems develop, to see the connections among these systems, and to use this knowledge as a participant in society. Social World (SW 1 and 2 ) One course must focus on current theories and methods of a social science. Two course credits from different departments are required to meet this perspective. One course is required to meet this perspective for transfer students entering with 14 or more course credits. Perspective: Intercultural Awareness This perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream North American cultures. In addition, students are to gain entry into another culture by learning to speak and read a language other than their native language. For this part of the perspective, students are required to have demonstrated proficiency in a modem language, or American Sign Language for hearing students. The modem language requirement will be determined by assessing previous experience and subsequent placement. Intercultural Awareness (IA 1 ) The study of a specific, non-Western culture and how that culture has shaped the world. One course credit is required to meet this part of the Intercultural Awareness Perspective. - Academic Information 7 Intercultural Awareness (IA 2 and 3) Perspective: The Natural World Study of a modem language other than the native tongue. For a language previously studied, consult the table below for the requirement. For a language not previously studied, successful completion of 111, 112 is required. Students with previous language study should contact the modem languages department if there are questions. There is a seven-year time limit on courses presented for transfer and automatic waiver. Students whose native language is not English should contact the Academic Advising Center. This perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts, and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. H.S. Semesters Augsburg Placement Required Courses 111 & 112 Natural World (NW 1 and 2) Two course credits from different departments are required to meet this perspective unless an approved one-year sequence is taken. One course is required to meet this perspective for transfer students entering with 14 or more course credits. 111 & 112 111 & 112 112 112 or 211 211 211 or 212 212 exempt Students who are required to complete two semesters of modem language must complete the requirement with sequential courses in the same language. Hearing students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled IA 2 and IA 3 Perspectives. EVALUATION AND GRADING I t A r L A N H I I U N Ut bKALJtS 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 option-traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. PassINo Credit Students who choose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. - 3 Academic Information P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for graduation with distinction. Transfer students should be especially aware of this requirement. See P/N limitations under Graduation Requirements, page 71. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime sports are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. All changes in grading option that are made after initial registration require the signature of an adviser or the instructor. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course 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 reserves the discretion of not giving an X where satisfactory progress is not demonstrated. If the course is not complete, a grade of 0.0 will be assigned. Performance below basic course standards Unacceptable performance (no credit for the course) A course in which a grade of 0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher 0.5 0.0 An incomplete grade (I) may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission from the course instructor, stating the reasons for the request, the work required to complete the course, the plan and date for completing the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. 1.5 1.0 Grades of P (Pass) or N (No credit) are not computed in the grade point average. - Academic Information 7 grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 27. 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. 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 courses taken." "Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Sophomores-7 courses completed. Juniors-16 courses completed. Seniors-24 courses completed. International Baccalaureate Program (1 B) Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Departmental guidelines are available at the registrar's office. 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 APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two 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. - 0 Academic Information The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: Advanced Placement Program Test (AP)-The Advanced Placement program may allow students who have scores of 3, 4, or 5 on the CEEB Advanced Placement Test to receive college credit for selected courses. A score of 4 or 5 is required on the AP Language and Composition examination for credit for ENG 111 Effective Writing. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the registrar's office. The College Level Examination Program (CLEP)-This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject examination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the registrar's office and the Academic Advising Center. Departmental Comprehensive Exams-These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for the subject area in question. There is a faculty member designated by the department to administer the exam. The registrar approves the student's request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program-This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student's previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the 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 andlor systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses/credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used - Academic Information 81 when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of course credits applied to graduation. These credits will be recorded with the course number of APL 2xx. Application of this credit toward the Liberal Arts Perspective requirements, upper division requirements, and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning-While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg places a maximum of eight courses (about one-fourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the eight courses of credit for previous experiential learning, the student may use any combination of the four assessment processes available in the APL Program: AP exams, CLEP exams, departmental comprehensive exams, and credit granted through portfolio assessment. English as a Second Language (ESL) Students who declare a language other than English to be their primary language or who are citizens of another country must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental Writing, or ENG 111 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student's ESL requirement. All students whose native language is not English must stay enrolled in ENG 217/218 until such time that they pass the ESL placement test at 85 percent or higher. The ESL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation. 82 Academic Information ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.0 cumulative grade point average (GPA). It should be noted that a minimum GPA of 2.0 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.0 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the student's commitment to academic progress is the major consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches 2.0. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.0. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Student class years are based on the number of courses taken: Freshman-fewer Sophomore-fewer Junior-fewer than seven courses than 16 courses than 24 courses Senior -24 or more courses Dean's List The Dean's List, compiled after each semester, lists students whose grade point average for a semester is 3.5 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incomplete~in courses offered for credit. Courses taken outside of a program's calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean's List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean's List. Graduation with Distinction Augsburg recognizes those students who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous college honors and applies to all students who complete degree requirements after Jan. 1,2000. Students achieving Graduation with Distinction will have an overall GPA of 3.5 and will have completed - Academic Information 83 an outstanding project as determined by the student's major department. Students wishing to be considered for Graduation with Distinction should consult with their major department no later than the fall semester of their junior year. Qualification for Commencement Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement if: (1) no more than three course creditshequirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. Candidates for graduation who will complete summer or fall terms will be noted as such in the commencement program. Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment and Financial Services Center about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. FOUR-YEAR ASSURANCE PROGRAM This program applies to students who enter the day school schedule as full-time freshmen in the fall of 1996 and thereafter. New freshmen are assured that they will be able to graduate in four years--if they maintain continuous full-time enrollment for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program guidelines-or they will receive the remaining required courses free of additional tuition. A few majors are excluded from this program. Students must complete a formal Four-Year Assurance Degree Plan with the College before the end of their sophomore year (16 course credits must be earned) in order to qualify. Contact the Academic Advising Center for details. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review educahave the right to tion r e c o r d ~ Y o u review and inspect substantially all of your education records maintained by or at Augsburg College. Right to request amendment of education record5-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, A, 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. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College's program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered fall andfor spring terms unless otherwise indicated. The Schedule of Classes published each spring by the Associated Colleges of the Twin Cities (ACTC) lists offerings and locations for fall and spring terms. Weekend College classes are published each spring in a separate booklet and online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Interim, Summer Session, the Master of Arts in Leadership, the Master of Social Work, the Master of Arts in Nursing, and the Master of Arts in Physician Assistant studies courses are published in separate catalogs. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered in the Division of Professional Studies. Unless noted, all courses are one course credit. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 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 course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. - Departments and Programs 87 NOTE: Not all courses are offered in all schedules. Refer to the current ACTC Joint Class Schedule or the Weekend College class schedule for information on when specific courses are offered. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. INTERNSHIPS Registration for internships consists of the following steps: Service, Work, and Learning and secure the signatures of the faculty supervisor and director of internships and cooperative education. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 1. Obtain the internship registration permission form from the Center for 199 lnternship 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. Participation in a concurrent seminar may be expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding requirements and permission to register. 399 Internship 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. Participation in a concurrent seminar is often expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding requirements and permission to register. - 38 Departments and Programs DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent StudyIResearch An opportuniy for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. See listing under Business Administration, Accounting, and Management Information Systems. See listing under Interdisciplinary Studies. A rt is important as a field of study for our time. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Art Faculty Kristin Anderson (Chair), Tara Christopherson, Norman Holen. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Senior studio majors must participate in at least one exhibit during their final 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. 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 history courses including: ART 240 Art History Survey ART 388 19th- and 20th-Century Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I -Art +U Departmental Honors Art History Minor GPA of 3.5 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one be in art history. up to four courses taken in one studio area or in art history. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. STUDIO ART FOUNDATIONS Note: All studio courses require work outside of class sessions. ART 102 Design A study of design as the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrating the use of the basic design elements and principles. ART 107 Drawing Drawing in various media, including graphite pencil, ink, pastel pencil, and charcoal. Subjects include still-life, figures, perspective, and experimental work. STUDIO ART ART 100, 300 Special Topics Occasional courses dealing with subjects not usually offered by the department. ART 106 Calligraphy I Introduction and practice of calligraphic writing and designing with emphasis on the broad-edged pen. ART 118 Painting I Introduction to painting media and technique in acrylic and oil. ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. - Art 91 ART 221 Sculpture I An introduction to sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and Plexiglas. Learn to model, carve, cast, weld, or assemble the respective media. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design, with emphasis on the computer. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 Graphic Design I An introduction to the principles and techniques of graphic design using page layout software. Emphasis on designing with text and image. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints. ART 306 Calligraphy I I Advanced work in calligraphic media and design. ART 330 Graphic Design II An advanced study of the graphic design of typography and visual imagery for print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225) ART 351 Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and glazing. (Prereq.: ART 250) ART 355 Painting II Advanced study of painting. (Prereq.: ART 118) ART 360 Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. ART 368 Print Making I I Advanced work with color and composition in various media, e.g., silk-screen, etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223) - 92 Art ART 478 Sculpture I1 Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221) ART HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modem times. Includes reading, research, viewing of slides, and visits to museums. Note: The following courses are offered intermittently, usually two or three sections a year ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the "traditional" arts, and the work of Native American women. (Prereq.: ENG 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENG 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENG 111) ART 388 19th- and 20th-Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENG 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 lnternship See description on page 87. ART 299 Directed Study See description on page 88. ART 399 Internship See description on page 87. ART 499 Independent StudyIResearch See description on page 88. See listing under East Asian Studies. T he Augsburg Experience: Arriving at Augsburg ... The initial months after entering college as a first-year student are an exciting period of change. The faculty and staff wish to assist students in making a successful transition to being college students and to help them become part of this academic community Through the summer orientation program, the fall orientation weekend, and the Augsburg Seminar, students are introduced to the character of the College, its heritage as an urban, liberal arts college of the Church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being students. Augsburg Seminar At registration, all first-year students in the day program enroll in a selected content course, such as Effective Writing and a parallel Augsburg Seminar. These 'linked' courses integrate disciplinary content with AUC 101 various learning strategies and communitybuilding opportunities beneficial to all beginning students. The content course usually meets three hours per week for the entire semester and is valued at 1.0 course credit, and the Augsburg Seminar meets once a week for 8 weeks for .25 course credit. The Augsburg Seminar offers the opportunity for further discussion of topics from the paired content course, along with presentations on campus life, academic resources and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood. While the content course is graded on a traditional point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar. Students must successfully complete the entire 8-week Augsburg Seminar in order to fulfill the requirement, even if they drop the linked content course. Permission to complete the seminar after withdrawal from the content course is at the discretion of the instructor. Augsburg Seminar (.25 course) A series of fall-term meetings with an Augsburg seminar adviser to discuss issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the connected content course and other disciplines and sources. (P/N grading only) Biology Faculty )logy is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. Dale Pederson (Chair), Karen Ballen, William Capman, Robert Herforth, Esther McLaughlin Major Nine courses including: B10 113 Introductory Organismal Biology B10 114 Introductory Genetics, Evolution, and Ecology B10 215 Introductory Cellular Biology In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. and at least one from each of the five following groups: An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. 2. BIO 361 Plant Biology BIO 440 Plant Physiology For many, an undergraduate major in biology serves as a basis for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. 1. BIO 351 Invertebrate Zoology B10 353 Comparative Vertebrate Morphology BIO 473 Animal Physiology 3. B10 355 Genetics BIO 481 Ecology 4. BIO 471 Advanced Cellular and Molecular Biology BIO 474 Developmental Biology 5. BIO 367 Biochemistry BIO 476 Microbiology The ninth course may be any of the upper division biology courses listed above or BIO 340 Marine Biology of the Florida Keys. BIO 491 Seminar (non-credit) is required of all juniors and seniors. 36 Biology 7 Required Supporting Courses CHM 1051106 Principles of Chemistry or CHM 1151116 General Chemistry A semester course in organic chemistry or CHM 3511352 Organic Chemistry department. BIO 113 and 114 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and Introductory Cellular Biology and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. PHY 116 Introduction to Physics or PHY 1211122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics Transfer course policy for majors and minors All transfer courses must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, no more than two upper division courses from other institutions may be applied toward the major. Departmental Honors GPA of 3.5 in biology and 3.0 overall, active participation in seminar, one course of approved independent study with an oral defense of the research report. Application should be made no later than the start of the first term of the senior year. Minor A course in general chemistry and five biology courses including BIO 113, 114, 215, and two upper division courses. Biology for Pre-Medical Students Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult members of the biology faculty for information specific to medical school application. Graduate and Professional Training Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ 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. Cooperative Education In planning their courses of study, students are encouraged to work closely with members of the biology faculty Biology majors must have an adviser in the biology The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Twin Cities. - Biology 97 BIOLOGY COURSl A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a sequenced course in registering for the second term. BIO 101 Human Biology An introduction to basic biological principles with a human perspective. Includes discussion of the molecular and cellular basis of life, genetics, organ systems, and human impact on the environment. (Three one-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Fall) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories are considered. (Three one-hour lectures, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, three hours laboratory. A student may not receive credit for both BIO 101 and 103. Does not apply to the major or minor. Spring) BIO 105 Biology and Society The biological basis for problems facing society, such as pollution, genetic engineering, AIDS, extinction, global warming, hunger, cancer. (Three onehour lectures. Does not apply to the major or minor. Spring) BIO 113 Introductory Organismal Biology First of a three-semester sequence. An introduction to organismal biology for science majors, including diversity, physiology, and structure. B10 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105. Fall) BIO 114 Introductory Genetics, Evolution, and Ecology Second of a three-semester sequence. An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring) BIO 185 The Biology of Aging At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate on the biological aspects of such changes. 98 Biology BIO 215 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 35 1. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years) BIO 353 Comparative Vertebrate Morphology Comparative anatomy, functional morphology, and evolutionary morphology of the vertebrate. (Three one-hour lectures, three hours laboratory, one hour tutorial. Prereq.: B10 113, 114. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Fall) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring) BIO 367 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three one-hour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall) BIO 440 Plant Physiology A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor. Fall) - Biology 99 BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three one-hour lectures, three hours laboratory, one hour tutorial. Prereq.: BIO 215, CHM 352. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three one-hour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including an oral presentation by seniors. Guest speakers are often invited. A noncredit requirement for the major. (Spring) Internships and lndependent Study Courses: BIO 199 Internship See description on page 87. (Prereq.: B10 113, 114) BIO 299 Directed Study See description on page 88. BIO 399 lnternship See description on page 87. (Prereq.: B10 215) BIO 499 Independent StudyIResearch See description on page 88. (Prereq.: B10 215) - BUSINESSADMINISTRA~TION, ACCOUNTING, AND MANAGEMEN lNFORMATION SYSTEMS-BUS,ACC, MIS 0 ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a cumculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty John C. Cemto (Chair), Nora M. Braun, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator), Steven J. LaFave (Accounting Coordinator), Lori L. Lohman (Marketing Coordinator), Fekri Meziou, Thomas F: Morgan, Magdalena M. Paleczny-Zapp (Management Coordinator), Milo A. Schield (MIS Coordinator), Kathryn A. Schwalbe, Stuart M. Stoller. Majors The Department of Business Administration, Accounting, and MIS offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS). Specializations Within the business administration major there are four specializations: marketing, management, finance, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Graduation Requirements To graduate without intentionally taking courses in excess of the minimal number required (see page 71), students must avoid taking too many electives or exceeding the 13-course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, and MIS are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in business administration, accounting, or MIS are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to - Business Administration 10' advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. International Business Internships Students are strongly encouraged to work with the Office of Cooperative Education and department faculty to obtain an internship (BUS/ACUMIS 399) during their junior or senior year. Although an internship counts as part of the 13 courses allowed in the major, students may petition for an exception. An internship may satisfy the The City Perspective if taken in conjunction with GST 209. Internships can provide students T he major in business administration prepares students for professional careers in business administration or for graduate studies. The four specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. The international business department actively supports international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. Business Core 10 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business or MIS 370 Advanced Computing for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management 02 Business Administration Specialization in Marketing Business core plus 3 courses: BUS 352 Marketing Research and Analysis BUS 355 Marketing Communications BUS 450 Marketing Management Specialization in Management Business core plus 4 courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in Finance Business core plus 4 courses: ACC 322 Accounting Theory and Practice I BUS 433 Financial Theory: Policy and Practice BUS 438 Investment Theory and one of ECO 3 11 ECO 3 12 ECO 313 ECO 315 MIS 479 the following: Public Finance Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Intermediate Quantitative Methods for Business and Economics Specialization in International Business Business core plus 4 courses: BUS 362 International Business BUS 465 International Management BUS 466 International Marketing Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Combined Major in Business Administration and Economics 11 courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 3 13 Intermediate Microeconomics and one other upper division economics course ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing MIS 379 Quantitative Methods for Business and Economics or BUS 331 Financial Management and one other upper division business administration, accounting, or MIS course. Graduation with Distinction To qualify, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. Departmental Honors and one additional upper division course in either international business (BUS 368 or 468) or international economics. To qualify, a major must have a 3.7 GPA in the major, a 3.5 GPA overall, and have completed all courses appropriate for the proposed project. Business Administration 10: Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 and 252, BUS 331 or MIS 379. This minor is automatically completed while completing a major in accounting or MIS. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. 'D BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel, and pricing decisions. BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 302 Business Ethics Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing) BUS 331 Financial Management Topics related to theory of acquisition, fund allocation and management, sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3) !04 Business Administration BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) BUS 352 Marketing Research and Analysis Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of instructor) BUS 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note: Either BUS 355 or 357 can be taken for graduation credit, but not both. BUS 357 Advertising An introduction to print, broadcast, and web-based advertising and promotion as important elements in modem marketing and communications. Note: Either BUS 355 or 357 can be taken for graduation credit, but not both. BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or 252, consent of instructor) BUS 368 Responding to the Challenge of Japan An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor) BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 252, 331; MIS 175,379) BUS 433 Financial Theory: Policy and Practice A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material. (Prereq.: All core courses and ACC 322, or consent of instructor.) BUS 438 Investment Theory Appraisal of the riskheturn relationships of various types of securities and extensive coverage of capital markets and portfolio management. (Prereq.: all core courses or consent of instructor) - Business Administration 10 BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss-its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242) BUS 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of market plans. (Prereq.: BUS 352 and BUS 355) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242. BUS 362 is recommended) BUS 466 International Marketing This course examines those issues and activities unique to marketing in an international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.: BUS 252, 362) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 199 lnternship See description on page 87. BUS 299 Directed Study See description on page 88. BUS 399 lnternship See description on page 87. BUS 499 Independent StudyIResearch See description on page 88. T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has three tracks: general accounting, professional accounting, and managerial accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidly-growing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 175 Principles of Computing for Business BUS 242 Principles of Management BUS 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 MIS 379 Quantitative Methods for Business and Economics BUS 301 Business Law BUS 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice 11 ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students are encouraged to take the courses in the sequence given above. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Departmental Honors GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral exam in the major field of concentration. Interested juniors or seniors should contact the department chair. Minor in Accounting Six courses including: ACC 221,222, BUS 331 or ACC 324, ACC 322,323 and one of the following: MIS 175, 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. - Accounting 10 ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to business activities and accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation conceits, FASB statements, and other relevant issues as applied-to liabilities and stockholders' equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting ~ c c o u n t i ntools ~ for heavy manufacturing systems as well as for managerial decision-making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS 379, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPAk role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal and Operational Audit To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252, 331, MIS 175 or 320,379) 08 Accounting 7 ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 lnternship See description on page 87. ACC 299 Directed Study See description on page 88. ACC 399 lnternship See description on page 87. ACC 499 Independent StudyIResearch See description on page 88. T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, and accounting as well as from MIS. EGREE AND MAJOR REQUIREMENTS I Management Information Systems Major A. 12 courses in business, accounting, and MIS: BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 MIS 175 Principles of Computing for Business MIS 370 Advanced Computing for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 379 Quantitative Methods for Business and Economics MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects B. Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 340 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Minor in MIS Seven courses including: MIS 175, ACC 221, BUS 242 or BUS 252, MIS 370, MIS 375, ECO 113, and one of the following: MIS 376 or ECO 318. Honors Major GPA of 3.7 in the major and 3.5 overall, complete a scholarly paper or paper from a substantial work of applied consulting, and present the final paper. Interested juniors or seniors should contact their department adviser. Graduation with Distinction To qualify, a major must have a 3.5 GPA, must be an Honors Program senior who qualifies for Graduation with Distinction in that program, and have completed all courses appropriate for the proposed project. 10 MIS MIS 175 Principles of Computing for Business An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word, Excel, Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving business-related problems using software, especially Excel. Students with strong competency in all software mentioned should take MIS 370 instead of MIS 175. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 370 Advanced Computing for Business This course provides more in-depth use of business software like Excel, Access, and the World Wide Web. Students will also learn to program Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175 or CSC 160, or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175) MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the technology architecture. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, or CSC 160) MIS 376 Project Management Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242, and either MIS 175 or 370) MIS 379 Quantitative Methods for Business and Economics An introduction to quantitative reasoning to assist students in reading and interpreting data. Topics include descriptive measures, probability, sampling distributions, estimation, and hypothesis testing with emphasis on applied problems in business and economics. (Prereq.: MIS 175 or 370 and either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 375 and either MIS 370 or CSC 352) - MIS 11 MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 370, 375. 376, and 475) MIS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 lnternship See description on page 87 MIS 299 Directed Study See description on page 88. MIS 399 lnternship See description on page 87. MIS 499 Independent StudyIResearch See description on page 88. c hemistry is the science of the changes in matter, examining those changes, and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat, and even ourselves. 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 cumculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: *To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. *To provide programs of study for professional goals in addition to the traditional positions as chemists. *To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. *To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. *To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Sandra L. Olmsted (Chair), Ron L. Fedie, Arlin E. Gyberg, Joan C. Kunz BACHELOR OF ARTS Graduation Major in Chemistry CHM 115, 116 General Chemistry or CHM 105, 106 Principles of Chemistry CHM 351, 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar and two additional courses from: CHM 364 Physical Chemistry I1 CHM 367 Properties of Polymers CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry - Chemistry 111 CHM 482 Advanced Inorganic Chemistry CHM 470 Principles of Medicinal Chemistry BIO 367 Biochemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, 11 Calculus I, I1 Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Medical Students Pre-medical students should plan to take at least two courses (and usually more) in biology. Students should consult members of the chemistry department for assistance in planning a course program early in their college career. W BACHELOR OF SCIENCE American Chemical Society Approved Major 12 courses including: CHM 115, 116 General Chemistry or CHM 105, 106 Principles of Chemistry CHM 351,352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361,363 Physical Chemistry and Laboratory CHM 364,365 Physical Chemistry and Laboratory CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 483 Quantum Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, 11,111 PHY 121, 122 General Physics I, I1 (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Graduation with Distinction in Chemistry Overall GPA of 3.5 or higher, and completion of an approved research project in the junior or senior year. Departmental Honors Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351,352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. - 114 Chemistry A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. CHM 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 2. Fall) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100, MPG 3. Spring) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 3. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) CHM 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modem theories of chemical bonds, energy relations, and reaction mechanism. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) Chemistry 11! CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 CHM 364 Physical Chemistry Laboratory 1 (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM 361 or concurrent registration and ENG 111) Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory 11 (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistly relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) CHM 470 Principles of Medicinal Chemistry. Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: BIO 367, or consent of the instructor. Spring) 16 Chemistry CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.O course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon analytical, physical, and organic chemistry. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 lnternship See description on page 87. CHM 299 Directed Study See description on page 88. CHM 399 lnternship See description on page 87. CHM 499 Independent StudyIResearch See description on page 88. (Prereq.: junior or senior standing) COMMUNICATION See listing under Speech/Communication and Theatre Arts. T he Augsburg computer science department & v k to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The computer science curriculum places emphasis on networks, communications, and the use of computers as an information access tool. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. CSC 451 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I or MAT 122 Calculus for the Social and Behavioral Sciences and two electives from CSC courses above 200 at least one of which is above 300 PHY 261 Electronics MIS 475 Systems Analysis and Design. At least one elective must be an upper division course. BACHELOR OF SCIENCE Computer Science Major Computer Science Faculty Charles Sheaffer (Chair), Larry Crockett, Noel Petit, Larry Ragland, Karen Sutherland. BACHELOR OF ARTS Computer Science Major 12 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I 16 courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 450 Programming Languages and Compilers I CSC 45 1 Programming Languages and Compilers I1 PHI 385 Introduction to Formal Logic and Computation Theory MAT 145 Calculus I MAT 146 Calculus I1 Two courses from: MAT 245 Calculus I11 MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations - 118 Computer Science MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design At least two electives must be upper division courses. 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 and six from economics with 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, Lany Ragland, Department of Computer Science. Major in Computational Economics 13 courses including: MAT 145 Calculus I or MAT 122 Calculus for the Social and Behavioral Sciences CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 3 13 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or ECO 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires six courses from computer science and six from philosophy with a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy. Charles Sheaffer, Department of Computer Science. Major in Computational Philosophy 13 courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Computer Science: An Alternative Scheme I1 PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 343 History of Philosophy 111: Modem Philosophy PHI 365 Philosophy of Science - Computer Science 1I! PHI 385 Introduction to Formal Logic and Computation Theory PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Departmental Honors GPA of 3.5 in computer science and mathematics, GPA of 3.1 overall, and an independent study project. CSC 160 CSC 170 Computer Science Minor Six courses including CSC 160, 170, 210,345; and one upper division computer science course, and one of MAT 171 or MAT 145 or MAT 122.. Prerequisites: A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a computer science course. Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3) Structured Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 122 or 145 or 171) CSC 240 lntroduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 270 FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) 20 Computer Science CSC 273 CSC 320 Computer Science: An Alternative Scheme I Study of an alternative approach to some of the most important concepts of computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently with CSC 373. (Prereq.: None) Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 122 or 145 or 171) csc 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) csc 373 Computer Science: An Alternative Scheme II Continuation of CSC 273, and offered concurrently with CSC 273. Majors who have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273) csc 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCPAP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 320 and PHI 385 or concurrently) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and PHI 385) - Computer Science 12' CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 lnternship See description on page 87. CSC 299 Directed Study See description on page 88. CSC 399 Internship See description on page 87. CSC 499 Independent StudyIResearch See description on page 88. A major in East Asian studies is offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC). This is an inter-college, interdepartmental program that is available as a result of the cooperation and cross-registration possibilities among Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The program pools the resources and expertise within the five institutions. This major enables students to acquire a broad knowledge of Japan, China, and other East Asian nations, and to gain a functional knowledge of the language of one country. Career opportunities for those who attain a liberal arts degree in East Asian studies include government service, international business, journalism, language instruction, Asian arts, and intercultural communication. The major provides a foundation for graduate work in various fields such as anthropology, economics, history, international relations, business, law, political science, sociology, and theatre. This major is also recommended for those interested in education and work with social and recreational agencies. East Asian Studies Faculty Martha Johnson, Director DECREE AND MAJOR REQUIREMENTS Major in East Asian Studies Nine courses are required for the major. Courses in the major must be approved by the campus adviser and are distributed as follows: four courses in an East Asian Ianguage; four additional courses, two of which must be upper division (strongly recommended that one of these be a history course on China or Japan); and an East Asian studies seminar. A term of study abroad and the completion of a minor in another discipline are strongly recommended. Study abroad opportunities for the semester or a year are available in Hong Kong, Japan, Korea, and the People's Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization. Language Courses Hamline University offers elementary and intermediate courses in Chinese. Macalester College and the University of St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University of Minnesota to take Chinese or Japanese languages (without extra tuition charges); see campus adviser. Non-majors may also take the Chinese and Japanese language courses. East Asian Studies 12: Minor in East Asian Studies Five courses, no more than two of which may be in the language. A minor in East Asian studies provides exposure to an area of East Asia that would complement other disciplines. Note: Interim courses or new courses related to the East Asian Studies Program may be substituted when appropriate, with the consent of the campus adviser. Faculty advising is recommended at all stages of the major to plan a coherent and effective program. Each campus has a member on the ACTC East Asian studies committee who can assist students. The current advisers are: Augsburg-Martha Johnson, (612) 330-1715; Hamline-Richard Kagan, (651) 641-2433; Macalester-Yue-him Tam, (651) 696-6262; St. Catherine-Helen Humeston, (651) 690-6651; St. ThomasYoung-Ok An, (651) 962-5621. Approved Augsburg College courses for the East Asian Studies Program (consult program director for ACTC listing of approved courses): BUS 368 Responding to the Challenge of Japan ENG 282 Topics: Introduction to AsianAmerican Literature HIS 104 The Modem Non-Western World PHI 355 Asian Philosophy POL 363 Russian and Chinese Foreign Policy REL 356 History of Religions THR 245 Introduction to Asian and Asian American Theatre Students may also take independent studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and approval of program director. T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the rapidly growing computer science field. The combined economicshusiness administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management infor- mation systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Economics Faculty Jeanne Boeh (Chair), Satya P Gupta DECREE AND MAJOR REQUIREMENTS Major in Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 414 Welfare Economics and three other upper division courses also required: MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics MAT 114 Elementary Functions or MAT 121 Finite Mathematics Calculus for the Social or MAT 122 and Behavioral Sciences - Economics 12! Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 311 Public Finance or ECO 312 Intermediate Macroeconomics Money and Banking or ECO 315 ECO 313 Intermediate Microeconomics ECO 360 International Economics EC0318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study MIS 175 Principles of Computing for Business MIS 379 Quantitative Methods for Business and Economics ENG 223 Writing for Business and the Professions PHI120 Ethics or PHI 125 Ethics and Human Identity Teaching Licensure Major Major in Computational Economics Minor in Economics 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, page 224. Departmental Honors GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Combined Major in Economics and Business Administration ECO 112, 113,312,313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Five economics courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. and one other upper division economics course, and six accounting/business administration/MIS courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 331 Financial Management or MIS 379 Quantitative Methods for Business and Economics In addition to the courses listed on the following pages, these topics have been offered under ECO 295 or 495 Topics: Consumer Economics, Research Methods for Economics and Business, Advanced Economic Theory, Decision-Making With Finite Markov Chains, Soviet Economy, Economics of Mutual Funds, and Health Economics. See Computer Science, page 118. and one other upper division business course. - 126 Economics ECO 110 Economics of Urban Issues Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic tools, e.g., crime prevention, education, discrimination. (This is a basic course designed for those students who do not plan to major in economics, business administration, or MIS.) ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 219 History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113) ECO 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economics problems and policies. ECO 31 1 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years) ECO 312 lntermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring) - Economics 12; ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall: alternate years) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: on demand) ECO 318 Management Science Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. On demand) ECO 41 3 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 414 Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years) 28 Economics ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 lnternship See description on page 87. ECO 299 Directed Study See description on page 88. ECO 399 lnternship See description on page 87. (Prereq.: Completion of 50 percent of major or consent of instructor) ECO 499 Independent StudyIResearch See description on page 88. T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendations for licensure by the State of Minnesota for elementary (grades K-8), a variety of secondary subject areas (grades 5-12), and K-12 licenses in art, health, physical education, and music. Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication artsAiterature, and social studies. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except critical issues seminar and student teaching are available on a weekend or weekday late afternoonlevening schedule. Fieldwork for the seminar and for student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are expected to obtain an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching abroad 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. Note: Major changes in Minnesota teacher licensure will be implemented in the fall of 2000 and beyond. All students who will complete degrees and/or licensure programs after August 31, 2001 fall under the new licensure rules and must complete the program outlined in this catalog. Students who entered the College under a previous catalog and who will complete their licensure after August 3 1, 2001 must comply with the new program. No one will be licensed under programs described in previous catalogs after August 3 1, 2001. Education Faculty Vicki Olson (chair), Virginia Allery, Mary Ann Bayless, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Jensen, Lynn Lindow, Susan O'Connor, Ron Petrich, Barbara West Elementary Major and Licensure Requirements: Elementary education majors are required to complete the following pre-requisite courses, core courses in math and science, and major courses in education. To be licensed they must also complete an approved concentration and student teaching. Non-departmental pre-requisites: ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) INS 105 Intro. to American Indian Studies or INS 260 Contemporary American Indians (IA 1) Math and Science Core MAT 131 Math for the Liberal Arts ( W C T ) (if math concentration: MAT 331) MAT 132 Numeracy for Contemporary Society (QR) (if math concentration: MAT 122 or 145) PHY 103 Conceptual Physics or PHY 116 Introduction to Physics (NW 1). -, PHY 114 Earth Science for Elementary Teachers BIO 102 (NW 2) (If science concentration, check with education department) Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) Foundations Block I1 (courses beyond this point require admissions to the department) EDC 310 Learning and Development (HI) EDC 315 Critical Issues Seminar (.5) (registration continues through Capstone Block) Methods Block I EED 310 K-6 Methods: Health/PE EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language ArtsKhildren's Literature Methods Block I1 EED 340 K-6 Methods: VisuaVPerforming Arts (.5) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies~ThematicStudies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Special Needs Learners EDC 480 School and Society (Wl) Student Teaching Block EDC 481, 483,485 Student Teaching (3.0) Student teaching is completed for licensure. It is not part of the major in elementary education. (S) Beginning September 1, 2001, the state of Minnesota will require specific supporting concentrations of study as a part of all elementary teacher licenses. Teachers will be able to teach at the middle school level in their area of concentration. Students must complete a coursework program in one of the following concentration areas: communication artsAiterature, mathematics, science, or social studies. In the future an early childhood concentration may become available through the ACTC consortium. Contact the education department for further information. A minimum GPA of 2.5 overall, 2.5 in the major, 2.0 in the concentration, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, concentration, and education major courses. The equivalent of - Elementary Education 131 two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major. Graduation with distinction or departmental honors is available to elementary education majors who maintain a 3.5 over- I t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication artsAiterature, health, mathematics, music, physical education, physics, and social studies. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Non-departmental Prerequisites ENG 111 Effective Writing HPE 115 Chemical Dependency (.5) INS 105 Intro. to American Indians or INS 260 Contemporary American Indians (IA 1) PROGRAM REQUIREMENTS I Foundations Block I EDC 200 Orientation to Education in an Urban Setting (C) EDC 210 Diversity in the Schools (.5) all GPA and a 3.75 overall GPA in the major. An honors project must be completed, beginning in spring of the junior year. Guidelines for graduation with distinction are available in the education department. EDC 220 Educational Technology (.5) Foundations Block I1 EDC 310 Learning and Development (HI) EDC 315 Critical Issues Seminar (.5) (Registration continues through Capstone Block) Methods Block I ESE 300 Readinwriting in the Content Area ESE 325 Creating Learning Environments Methods Block I1 ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 Special Needs Learner EDC 480 School and Society (Wl) Student Teaching Block ESE 481, 483, 485,487 Student Teaching (3.0-4.0). (S) A minimum GPA of 2.5 overall, 2.5 in education, 2.5 in the teaching major, and P in student teaching are required for licensure. All required major, pre-requisite, and education program courses must have a grade of 2.0 or better. Art, Health, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary educa- - 132 Secondary Education tion 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 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, health, and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band and classroom music (5-12); (2) Orchestra and classroom music (5-12); (3) Vocal and classroom music (K-9); (4) Vocal and classroom music (5-12). Students may no longer license in a minor field of study. EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Fieldwork experience. (Prereq.: ENG 111, sophomore standing) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 315 Critical Issues Seminar (.5 course) Reflective process to discuss field experience and critical issues in education. Assistance with program portfolio. Registration continues until completion of EDC 480. (Prereq.: PPST and admission to department) EDC 410 The Special Needs Learner The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) - Elementary Education 13: EDC 480 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) EED 310 K-6 Methods: HealthIPhy Ed Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department) EED 330 K-6 Methods: Language Arts1 Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 340 K-6 Methods: Visual/Performing Arts (.5 course) Examination and preparation of materials and resources for visual/performing arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social StudiesIThematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 481,483,485,487 Student Teaching Three to four courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. 134 Secondary Education SECONDARY EDUCATION - ESE ESE 300 ReadingIWriting in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 320 5-12 Methods: TheatreIDance Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to the department) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication artsfliterature. Fieldwork experience. (Prereq.: PPST and admission to department. NOTE: Students seeking 5-12 communication artsAiterature license do not need to take ESE 300). ESE 356 5-12 Methods: Communication Arts Introduction to the teaching of speaking, listening, and media in middle and high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in communication artsAiterature. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience.(Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 481, 483, 485, 487 Student Teaching Three to four courses of full-time, supervised student teaching required for licensure. Secondary licenses require three courses. K-12 licenses require four. Occurs upon satisfactory completion of licensure program and program portfolio. 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. Required courses: EDC 410 The Special Needs Learner EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 102 or PSY 105 EDC 410 EDU 491 Choose one from the following: PSY 351 Developmental Psychology: Child PSY 352 Developmental Psychology: Adolescent and Young Adult PSY 353 Developmental Psychology: Middle and Older Adult Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Psychological assessment Interested students should contact the director of special education at the outset of coursework. The Special Needs Learner (see EDC course descriptions) Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) A ugsburg College has cooperative arrangements with three universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of ArtsIBachelor of Engineering (B.A.1B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtsIMaster of Engineering (B.A.1M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A.B.E. cumculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A.N.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A.M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three-Year Plan) Michigan Technological University (Dual-Degree Plan) These two programs enable students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university Students accepted into the program will be considered for admission to the engineering school if they corn- - Engineering 13 plete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENG 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics I1 Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus I1 MAT 245 Calculus 111 MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351,352. T hose who study. English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English as a Second Language (ESL) students, tutoring in the writing lab, or participating in the Cooperative Education Program. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Candyce Clayton, Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, Dallas Liddle, Roseann Lloyd, Carter Meland, John Mitchell, Capper Nichols, Ronald Palosaari,John Schmit, Joan Thompson Major Nine courses above ENG 111, including: ENG 225 Intermediate Expository Writing ENG 245 Introduction to Literature One course in European literature: ENG 271 European Literature: Homer to Dante or ENG 272 European Literature: Renaissance to the Modem Period Two survey courses in British literature from: ENG 331 British Literature: Medieval to Elizabethan ENG 336 British Literature: 17th and 18th Centuries ENG 337 British Literature: The Romantics and the Victorians One upper division course in American literature: ENG 350 American Literature Before 1920 or ENG 351 American Literature Since 1920 One 400 level course Two additional electives - English 1 3 Majors are encouraged to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in ~ h c English department should also work closely with an adviser in the department. Communication ArtsILiteratuni , Teacher Licensure Major Prerequisite: ENG 111 I Major Requirements (12 courses) I ENG 225 Intermediate Equpnsito* Writing ENG 226 Creative Writing I or ENG 227 Journalism I or one additional upper division literature course from ENG 331, 336, 337. 350, 351, 338/438 ENG 245 Introduction to Literature ENG 271 or 272 European Literature ENG 345 Introduction to the EilgIBh Language ENG 361 Studies in Modem Fiction ENG 399 Internship in Teaching \%'riting ENG xxx Upper division literaturn course from ENG 331,336, 331,350, 351, 338/438. Note: If students choose two literamre courses, one must be in American lilernture (ENG 350 or 351) and one musi be in British literature (ENG 331, 336, 337. 338/438). SPC 112 Contest Public Speaking SPC 343 Broadcast Production I SPC 352 Persuasion SPC 354 Interpersonal Cnrnmunica~ion Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to department approval) Special Methods (two courses) ESE 350 Adolescent Literature and Reading ESE 356 Speech/Communications/Media Literacy Methods Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 220, 310, 341, 343,441, 443; ESE 300; EDC 410, 480; student teaching. Contact an education department adviser for information. This major is only for those who seek to be licensed in communication artsAiterature. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or a speech major. Students are encouraged to take courses toward their major during the freshman and sophomore years, and apply for teacher education no later than the spring of their junior year. Students in this program must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by Oct. 15 in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). Minor Five courses above ENG 111, including ENG 245; an upper division literature course; and an additional writing course. Concentration in Writing Five courses in writing (above ENG 11l), including ENG 225 and one upper division course in writing. - English 40 Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skillssuch as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences-are required to enroll in ENG 101 Developmental Writing where they receive more individual instruc- tion than is possible in ENG 111 Effective Writing. These students must pass ENG 101 Developmental Writing with a grade of 2.0 or higher before enrolling in ENG 111 Effective Writing. Students in Effective Writing (ENG 111) and Developmental Writing (ENG 101) can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permissionfpetition). 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 ENG 101 or 111 a second time and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. Prerequisites ENG 111 Effective Writing is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division literature course is ENG 245 Introduction to Literature andlor consent of the instructor. ENG 101 Developmental Writing A preparatory course for ENG 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. ENG 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. ENG 216 American Indian Literature A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature reflects and illuminates American Indian culture and traditions. (Spring) English ENC 217,218 English as a Second Language 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 ESL requirement is met. Students continue in ESL until the requirement is completed but can receive credit for only two courses (Fall: ENG 217; Spring: ENG 218) ENC 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals is emphasized. Students are encouraged to use material from their own areas of specialization. (Prereq.: ENG 111) ENC 225 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing (ENG 111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111) ENC 226 lntroduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENG 111) ENC 227 Journalism An introductory newswriting course with emphasis on writing for the print and broadcast media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. An introduction to legal and ethical questions is included. (Prereq.: ENG 111) ENG 236 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experiences in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. ENC 241 ENC 245 Introduction to Cinema Art An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected esthetic movements. (Spring) lntroduction to Literature An initiation into the formal study of fiction, poetry, and drama, drawing on works from several periods, different cultures and races, and male and female writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature. 14 - - 12 English ENC 251 Readings in American Literature An introduction to selected texts of literary and historical importance that yield an understanding of our Western heritage and contemporary American world views. Themes could include the emergence of a national identity, the shaping of a collective American memory, and the contributions to American thought by women and people of color. ENG 271 European Literature: Homer to Dante Study of major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) ENC 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modern period, including such authors as Moliere, C e ~ a n t e sRabelais, , Voltaire, and Ibsen. (Spring) ENG 282 Topics in Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. ENG 331 British Literature: Medieval to Elizabethan A study of Chaucer and the medieval milieu, as well as the development of English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 336 British Literature: 17th and 18th Centuries Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual, and social influences and the major literary movements. (Prereq.: ENG 245 or consent of instructor. Fall) ENG 337 British Literature: the Romantics and the Victorians A study of major writers of the 19th century, emphasizing Romantic and Victorian poetry, Victorian prose, and two or three novels of the period. Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring) ENG 338 Shakespeare Study of the bard's major plays-comedies, histories, tragedies, and romances -for their literary, dramatic, and cultural significance. Taught in conjunction with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the instructor. Spring) ENG 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the class schedule. (Prereq.: ENG 226 or consent of instructor on the basis of submitted work.) - English 1 4 ENG 345 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, and the development of the English language. (Prereq.: ENG 245 or consent of instructor. Fall) ENG 347 Quantitative Journalism:Computer-Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. This course is designed for persons wishing to explore the use of computer-assisted research and those preparing to enter the communication professions. (Prereq.: ENG 225 or ENG 227 or consent of instructor. MPG 3.) ENG 350 American Literature Before 1920 Reading of selected writers from colonial times to the beginning of the 20th century. Attention given to the intellectual, social, and literary movements that stimulated the writers. The writers' continuing influence on our modern sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall) ENG 351 American Literature Since 1920 Writers are selected to represent the literary variety and the regional, ethnic, and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American life. (Prereq.: ENG 245 or consent of instructor. Spring) ENG 361 Studies in Modern Fiction Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall) ENC 382 Topics Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: ENG 245 or consent of instructor) All 400-lmel courses will involve some reading and study of literaly criticism ol: in the case of writing classes, ofwhat writers andlor composition theorists have to say about writing. ENG 423 Studies in the British Novel A survey of the development of the novel in England from its 18th-century beginnings to the 20th century. Novels studied are selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENG 436 Women and Fiction A study of novels and short stories by women. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. Reading of theoretical essays. (Prereq.: consent of instructor) M English I ENC 438 Shakespeare Taught in conjunction with ENG 338 (see above). Includes exposure to Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring) ENC 445 Creative Non-Fiction: Advanced Expository Writing Designed for the self-motivatedwriter, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENG 225 and consent of instructor. Alternate years) ENC 480 Criticism The course focuses on a variety of recent critical theories and approaches with which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with applications to a small group of literary and cinematic texts. (Prereq.: ENG 245 or consent of instructor. Alternate years) ENC 482 Topics in Language and Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected for study in any year are listed in the class schedule for that year. (Prereq.: consent of instructor) See department listingfor a description of thefollowing approved elective: THR 325 Playwriting Internships and Independent Study Courses: ENC 199 lnternship See description on page 87. ENC 299 Directed Study See description on page 88. ENC 399 lnternship See description on page 87. Note: The internship in Teaching Writing requires completion of ENG 225 and approval of the department chair. ENC 499 Independent StudyIResearch See description on page 88. Open to junior or senior English majors with an overall GPA of 3.0 and consent of department chair. See listing under Interdisciplinary Studies. See listing under Modem Languages. See listing under Modem Languages. (;ENERAL bTUDIES-GST s ome courses help to integrate leaming around topics in ways that are different from the more traditional disciplines. CST 009 Cooperative Education General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating faculty. (.O course) A non-credit notation recognizes the academic learning inherent in an approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center for Service, Work, and Learning. No course credit. CST 100 Critical Thinking A course to enhance the ability of students to analyze, synthesize, and evaluate claims, this course is designed specifically to strengthen critical thinking skills of entering students who are determined to need such skill enhancement by the entry critical thinking assessment. CST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. CST 200 Quantitative Reasoning/StatisticaI Literacy Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs, and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 ) CST 209 City Seminar: Experiential Education (.O course) Students engaged in a minimum of 50 hours of internship/service/cooperative education use that experience as a catalyst for learning about the Twin Cities as an urban community system. Students participate in a required seminar, completing five reflective assignments designed to introduce them to a systematic, ecological way to understand how cities function. The seminar enables the student to meet the objectives of The City Perspective. Permission of instructor. No course credit. GERMAN See listing under Modem Languages. "a HEALTH AND lJHYSICAL -tually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education; men's and women's intercollegiate athletic programs; intramural programs for men and women; and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.0 in all courses with an HPE prefix applying to the major. HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Interim: odd years) HPE 390 Instructional Methods and Materials (Interim: even years) HPE 410 Administration and Supervision of the School Health Program (Interim: odd years) HPE 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult BIO 220 Microbiology (at St. Catherine's) Must have instructor's certification for CPR and first aid. Recommended: HPE 355 Tests and Measurement Teaching Licensure Major Health and Physical Education Faculty Marilyn Florian (Chair), Brian Ammann, Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri Ludeman, Patricia Murphy, Jack Osberg, Joyce Pfaff, Missy Strauch 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. - Health and Physical Education 14; Minor Minor HPE 101, 110, 114, 115,316,320, 390, 450, BIO 103. HPE 101, 115,210,223,231,232,351. There is no PE teaching minor in Minnesota public schools. PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 232 Dance (Interim) HPE 254 Introduction to Development1 Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries (Interim) HPE 323 Team Sports HPE 331 Individual and Dual Sports HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 355 Tests and Measurement HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Coaching (not a major) Minnesota Board of Teaching Statute 3512.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory (Interim, odd years) Internship in Athletic Training requires: BIO 103 Human Anatomy and Physiology BIO 252 Human Physiology (at St. Catherine) HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 350 Kinesiology HPE 351 Physiology of Exercise HPED 425 Advanced athletic training (at St. Thomas) Also required: 1,500 hours of practical experience under the direction of a Certified Athletic Trainer. Recommended: PHED 250, PHED 422, PHED 423, and PHED 425 (at St. Thomas). 48 Health and Physical Education - HEALTH EDUCATION HPE 100 Wellness (.5 course) This course is designed to create an awareness of factors affecting one's state of well-being with emphasis on individual control over these factors. This course will allow students to discuss values, beliefs, experiences, and behaviors related to their personal health and various factors that influence personal health decisions. HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modern concepts and practices of health and healthful living applied to the individual and the community. (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and senices. (Fall, Spring) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of "standards" and pedagogy for health education, cuniculum, and assessment included. (Interim) HPE 355 Tests and Measurement (-5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Fall) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment. Evaluation and development of materials included. (Interim) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Interim) - Health and Physical Education 14! HPE 450 Current Health Issues (.5 course) This course uses "critical thinking" skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years) PHYSICAL EDUCATION HPE 002, 003 Lifetime Sports (.O course) Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 Introduction to Physical Education (.5 course) History, principles, and philosophy of physical education and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills relative to physical activity. (Spring) HPE 232 Dance (.5 course) Theory and practice in teaching and performing American heritage and international dances. (Interim) HPE 254 lntroduction to DevelopmentalIAdapted Physical Education (.5 course) A general overview of developmentavadapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 275 Prevention and Care of Athletic Injuries (-5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Interim) HPE 323 Team Sports (.5 course) Theory and practice in team sports including history, rules, and skill development. (Spring) HPE 331 Individual and Dual Sports (.5 course) Theory and practice in skills, teaching, and officiating individual and dual sports including history, rules, and skill development. (Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day campinghiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split falvspring, even years) 150 Health and Physical Education HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology (.5 course) Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Spring) HPE 355 Tests and Measurement (.5 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall) HPE 368 Physical Education Methods (7-12) (.5 course) Procedures, materials, and issues for teaching physical education in secondary schools. (Consult with department chair for prerequisites. Spring) HPE 455 Sailing in the Virgin Islands Designed for the beginning and intermediate sailor interesetd in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). (Interim) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 lnternship See description on page 87. HPE 299 Directed Study See description on page 88. HPE 399 lnternship See description on page 87. HPE 499 Independent Study/Research See description on page 88. Open only to junior or senior majors. H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: "No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community." The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in several fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Christopher Kimball (Chair), Jacqueline deVries, William Green, Donald Gustafson, Richard Nelson medieval, modem Europe, U.S., and nonWestern. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.6 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 one course credit) to be defended before a faculty committee. First-year students should enroll in one or more of the 101-104 courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Major Nine courses (including HIS 495 seminar). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and 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. - 5 2 History Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg. A minor normally requires two courses taken at Augsburg. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 220 America to 1815 A survey of the contacts between American, African, and European cultures and the political, religious, and racial diversity that formed colonial life, including a study of independence, expansion, and democratization of the new republic. HIS 221 19th-Century U.S. A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and Reconstruction. HIS 222 20th-Century U.S. A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of increasing racial and ethnic diversity, and the impact of affluence. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. - History 15: HIS 228 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modem legal system. HIS 231 Scandinavian History: Prehistoric to 1750 An introduction to the settlement and development of Scandinavian countries. Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society. HIS 232 Scandinavian History: 1750 to the Present An introduction to the history of Scandinavian countries from the early mode m period to the present with an emphasis on the place of Scandinavian society in European and world history. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 311 Topics in Women's History Exploration of selected topics in women's history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China's isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 326 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 331 Topics in U.S. History In-depth exploration of selected topics in U.S. history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. 54 History HIS 332 History of U.S. Foreign Relations A survey of U.S. foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the U.S. as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 169 in International Studies.) HIS 347 MesoAmerica: Legacy of the Conqueror Four specific mini-courses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. (Prereq.: 100-level course or consent of instructor) HIS 352 Modern Germany A survey of the social, political, and cultural development of modem Germany, focusing on the question of Germany's sondenveg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Britain and the Commonwealth Since 1688 This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. - History 15. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process. HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 380 The History of Women in the West to 1870 A thematic and comparative examination with primary focus on Europe and North America, emphasizing changing conceptions of women's work, public roles, sexuality, life cycles, and familial roles in the Renaissance, early American, Enlightenment, and Victorian periods. HIS 381 The History of Women in the West Since 1870 With attention to class, racial, and ethnic differences among women, this class examines the changing legal, political, economic, social, and sexual status of women in Europe and North America since the Victorian period. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 474 The World and the West Europe's discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 495 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. (Offered at least once each year, during the fall term.) Internships and Independent Study Courses: HIS 199 Internship See description on page 87. HIS 299 Directed Study See description on page 88. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See description on page 87. HIS 499 Independent StudyIResearch See description on page 88. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.5 GPA in history) T h e r e are two ways to graduate from the Honors Program-Graduate with Distinction or Honors Program graduate. Graduating with distinction requires satis- fying all program requirements, a 3.5 GPA, and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the Honors Review editorial board. HON 100-101 Freshman Honors Seminar This is the program's introduction to the Honors Program and to collegiate scholarship. We explore an interdisciplinary mix of Western history, the Bible, English literature, and philosophical texts as we assess the Western tradition and Christianity's place within that tradition. HON 160 Introduction to Computing and Communications Integrated with HON 100, this course introduces computing basics, hardware and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing. HON 210 Self-Identify and Society Psychological, sociological, anthropological, and theological perspectives are used to explore the role of the individual in community and other social institutions. HON 21 1 Dyanamic Social Systems This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of how social organizations function and adapt. HON 212 Human Community and Modern Metropolis Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions which facilitate that community. HON 214 Chemistry in Context A one-semester introduction to science through selected topics in chemistry that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing. HON 365 Philosophy of Science Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical implications of chaos and complexity HON 401 Senior Honors Seminar This capstone course explores one of three topics: the relationship of science to religion, the life and thought of C.S. Lewis, or the history and significance of Hispanic Christianity in the United States. I nterdisciplinary studies covers a broad spectrum of experience and coursework. Through interdisciplinary courses, students gain greater insight and understanding of cultures and perspectives different from their own. Through these experiences students are better prepared to become contributing members of the global community. Augsburg also offers students the opportunity to major and minor in Women's Studies, and to minor in metrourban studies and American Indian studies. For other interdisciplinary course listings, see International Studies. American Indian studies is a minor that gives students the opportunity to learn about the original, indigenous cultures of INS 105 North America. Courses are cross-disciplinary, representing the religion, modern language, art, history, English, and women's studies departments. Interdisciplinary courses are offered as well in cinema and contemporary issues. This integrated course of study exposes students to the beauty and richness of the diverse tribal cultures still existing in our country today. Coordinator Virginia Allery Minor Students must take five courses in American Indian studies to get a minor. The only requirements are INS 105 and at least one upper division course. These courses may also be taken as part of majors or minors in other academic subjects or to meet distribution/general education requirements. Introduction to American Indian Studies This course is an introduction to the content areas of the American Indian studies curriculum, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, art, music, and language. (Required f o ~ American Indian studies minor.) OJB 111, 112 Beginning Ojibwe (See Department of Modem Languages for course description.) ENG 216 American Indian Literature (See Department of English for course description.) INS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. (Cross-listed with the Women's Studies Program.) 58 Interdisciplinary Studies INS 260 Contemporary American Indians This course examines the situation of American Indians in the United States since the Indian Reorganization Act (1934). Emphasis is on such current issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American Indian tribes today is highlighted. INS 264 American Indians in the Cinema Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide 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 ideologies. ART 290 Tribal Arts and Culture (See Department of Art for course description.) INS 320 American lndian Women The focus is on the roles played by women in the tribal cultures of North America. It explores the continuity of women's roles over time, as well as changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their contributions to Indian community life today. (Prereq.: one course in women's studies or American Indian studies or consent of instructor. This course also applies to women's studies.) HIS 326 American lndian History (See Department of History for course description.) REL 370 American lndian Spirituality and Philosophical Thought (See Department of Religion for course description.) (Prereq.: junior standing) REL 231 Religion in African American History (See Department of Religion for course description.) INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. HIS 241 Topics in African American History (See Department of History for course description.) INS 3811581 Qualitative Research Methods This course introduces students to the range of qualitative methods available for the applied study of social issues and prepares them for a substantial research project. In separate labs, students will acquire skills in either archival research, content analysis, interviewing, or participant observation. (Prereq.: upper division or graduate standing and at least one upper division course in the student's major, or consent of the instructors) Metro-urban studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology, and other related disciplines. Metro-urban studies is designed to blend classroom and field experience, theory, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-urban studies and the general education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The metro-urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Gany Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, (ECO), Chris Kimball (HIS), Michael O'Neal (SOC), Michael Shock (SWK) Major 10 courses including: POL 122 Metropolitan Complex SOC 211 Community and the Modern Metropolis HIS 225 History of the Twin Cities HIS 335 Urban American History SOC 362 Statistical Analysis or POL 483 PoliticaVStatistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. (Courses fulfilling The City Perspective generally meet the urbanrelated requirement.) HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) T ~ Cities n program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics. 60 Interdisciplinary Studies Minor POL 122, SOC 211, HIS 225, and two of the following: HIS 335, SOC 381, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. METRO-URBAN STUDIES COURSES Internships and Independent Study Courses: INS 199 Internship See description on page 87. INS 299 Directed Study See description on page 88. (Prereq.: POL 122 or SOC 211) INS 399 lnternship See description on page 87. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 lndependent Study-Metropolitan Resources An independently-designedcourse developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 lndependent StudyIResearch See description on page 88. (Prereq.: POL 484 or SOC 363) URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to I. Metro-Urban Studies Term (MUST)-Fall six interdisciplinary field learning programs of exceptional quality located in Scandinavia, South America, Central America, and the Twin Cities. Also see International Studies listings. or Spring This "Semester in the Cities" program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. - Interdisciplinary Studies 16' INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 87. II. City Arts-Spring Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 87. Ill. See HECUA under International Studies (SUST, SAUS, CILA, and EECLA) equivalent competency) The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): 1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. - 162 Interdisciplinary Studies NORDIC AREA STUDIES-NAS Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modem Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology or social work. Minor Four upper division courses. NORDIC AREA STUDIES COURSES HIS 231 Scandinavian History: Prehistoric to 1750 An introduction to the settlement and development of Scandinavian countries. Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society. HIS 232 Scandinavian History: 1750 to the Present An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world histoly. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) - Interdisciplinary Studies 16: NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 lnternship See description on page 87. NAS 299 Directed Study See description on page 88. NAS 399 lnternship See description on page 87 NAS 499 Independent StudyIResearch See description on page 88. For degree and major requirements see page 262. 164 INTERNATIONAL KELATIONS I nternational Relations is an interdisciplinary major that offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Norma Noonan Required courses: ECO 112 Principles of Macroeconomics Principles of or ECO 113 Microeconomics HIS 103 The Modem World or HIS 104 The Modem Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policy POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modem language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362,364,368,465,466 ECO 314,317,360,365 HIS 346,348,352,354,440,474 PHI 355 POL 350,351,359,382,459 REL 356,420 SOC 336 SPC 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modem Languages.) SWK 230 Interim courses, 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 language. Departmental Honors GPA of 3.5 in the major; 3.0 overall. In addition to fuming the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. - International Studies 162 Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modem 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. I nternational study at Augsburg aims to increase intercultural competency and reflects the College's strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, distributionlgenera1 education, and graduation requirements when approved by the appropriate program directors and faculty before departure. 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. Students in good academic standing (a minimum GPA of 2.5) at Augsburg may apply for permission to study off campus through the Center for Global Education or through International Partners. In addition to semester and year-long programs, Interim and summer abroad courses also provide a number of educational opportunities. Students interested in these or other external off-campus study experiences should contact the Center for Global Education. Applications are due March 1 for the fall term or academic year, and September 30 for the spring term. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study THE CENTER FOR GLOBAL EDUCATION The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. 66 International Studies The center's study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students learn not only from textbooks but live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. International study programs administered by the Center for Global Education and approved by Augsburg are listed below. For information on these programs, contact the academic programs abroad office. INTERNATIONAL PARTNERS The International Partners Program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Europe. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. Study abroad through Intemational Partners emphasizes business, education, and social work, but is not limited to these fields. The study program may be for one year, one semester, a one-month Interim, or a summer session. Participation may be on an individual basis or as part of a student group. For further information, contact the International Partners office. THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) Augsburg, in consortium with other colleges and universities, offers programs through HECUA in four different fullsemester programs in Norway, Guatemala, and Ecuador. All programs emphasize the impact of social change and cross-cultural factors on the human community. HECUA programs include intense language experience and field study. The cost is equivalent to full tuition, roAm, and board for one semester on campus, plus airfare. For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. Intemational study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the Center for Global Education. - International Studies 16; CENTER FOR GLOBAL EDUCATION COURSl CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA (M EXIC0)-FALL This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also approved for credit in women's studies. Participation in the program will fulfill one IAl general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one IAl, 2 or 3 perspective credit. Application deadline is April 1 SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Mexican instructors. (Required course. Placement level determined by program director.) SPA 356 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. (will fulfill IA 1, 2, or 3 perspective) INS 311 The Development Process Students reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices are examined, as well as social change strategies. POL 359 Women in Comparative Politics-Women in Latin America An examination of critical global issues affecting Latin America and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies, and revolution. (Required course.) REL 366 The Church and Social Change in Latin America A study of the dominant theological perspectives that have shaped Latin America culture and politics. Focuses on the relationship between theology and sociaVpolitica1transformation. SPAIINS 399 Service-Learning Internships Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 800-100 hours of community service required. - 168 International Studies RELIINS 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES (MEXICO)-SPRING This program introduces students to the socio-economic and political issues of the region with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline is Oct. 15. Participation in the program will fulfill one IA1 general education perspective credit, and a Spanish course will fulfill one IA1, 2 or 3 perspective credit. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks, taught by Mexican instructors. (Placement level determined by program director.) SPA 356 20th-Century Voices Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. SOC 286 Social Stratification A study of social stratification theory, focusing on its application in the Latin American context. Special attention will be given to the forms, causes, and consequences of gender, class, and raciallethnic stratification in Mexico. POL 295 Political Economy of Development in Latin America: Gender and Environmental Perspectives Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development. REL 31 1 Theology, Ethics, and the Environment An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. SPAIINS 399 Service-Learning Internships Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 800-100 hours of community service required. International Studies 16 RELIINS 499 Independent Study Students design a proposal to independently explore a topic of interest that is either interdisciplinary or related to religious studies. If the proposal is approved, the student will collaborate with an instructor who will guide the independent study. 1 MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAMIBIA)-FALL This intensive program of travel and study is designed to introduce participants to the central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore the complex political, social, and economic dynamics of building a new nation. Application deadline is April 1. Participation in the program will fulfill one IAl general education perspective credit. REL 346 will fulfill one CF3 perspective credit. INS 312 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of development as well as particular strategies of development that are being implemented in Namibia and South Africa. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. HIS 346 Namibia and South Africa: A Historical Perspective This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South Africa, and the war for independence. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. INS 399 Internships 1 SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR, NICARAGUA)-FALL OR SPRING This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El 70 International Studies Salvador, and Nicaragua. Application deadline is April 1. Participation in the program will fulfill one IA1 general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one IAl, 2 or 3 perspective credit. SPA 116, 216, 316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for four weeks at the beginning of the semester, taught by Guatemalan instructors. (Placement level determined by program director.) INS 267 Contemporary Social Movement in Central America This course focuses on social movements in the region and their relationship to the environment. Students explore impact of ongoing colonization and modernization on indigenous cultures. ECO 495 Topics: Sustainable Economic Development This course examines the concepts of economic development and growth in the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage. REL 366 Church and Social Change in Latin America This course explores the role of religion in Latin American societies, past and present, given the factors of political oppression and social injustice. Students examine the "theologies of liberation." NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Sept. 30. Participation in the program will fulfill one IA1 general education perspective credit and REL 346 will fulfill one CF3 perspective credit. INS 312 The Development Process-Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 The Church and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. - International Studies 17 POL 359 Topics: Women in Comparative Politics-Southern Africa This course is an integrative seminar focusing on the participation of women in struggles for liberation in Southern Africa and on their emerging role in newly-independent Namibia. INS xxx Roots and Realities of Racism in Southern Africa and the USA: A Comparative Examination This course explores historical parallels of the development in southern Africa and in the US, 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. INS 399 Internships SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL This interdisciplinary program focuses on the contemporary Scandinavian societies and issues of the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in Scandinavia and the former Soviet Union. Augsburg application deadline: March 1. INS 372 Norwegian Language Intensive language instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Students should consult with the chair of the modem languages department for language credit. INS 377 Scandinavia in the World Exploration of Scandinavian viewpoints as small power nations in a world of superpowers and their role in issues of peace, conflict resolution and arms control, East-West relations, European security, trade, and the Third World. INS 393 Scandinavian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media. INS 394 Urbanization and Development in Scandinavia Examination of urban economic, social, and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to other capitals for a comparative view. INS 499 Independent Study (Students may choose either INS 372 or 499) - 72 International Studies SOUTH AMERICAN URBAN SEMESTER: GUATEMALA AND ECUADOR-FALL This interdisciplinary program, with travel to Guatemala and Ecuador, provides an overview of history, culture, economy, and politics of these regions. Students study theories and models of development and explore their usefulness in understanding the regional and global context. Augsburg application deadline: March 1. INS 261 Spanish Language All students take Spanish at the intermediate level or conduct an independent study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. INS 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture, and arts with emphasis on program sites as case studies. Focus is on economic development issues, theories, and models applicable to Latin America. INS 362 Urbanization in Latin America The development of cities and implications for social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories of urbanization and development are compared. INS 363 Wealth, Poverty, and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in barrio communities and site visits to public and private agencies dealing with urban problems. INS 499 Independent Study COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL CILA combines an internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Quito, Ecuador, students live with local families, work in an agency three days a week, and meet as a group twice a week. Augsburg application deadline: March 1. INS 366 Community Participation for Social Change Examines pressing social realities and policy initiatives in Colombia in recent decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools to evaluate strategies for social, political, and economic development. Integrates readings, guest lectures, faculty and student presentations, discussions, and field work. INS 499 Independent Study Students define topic of interest related to program themes and use analytical tools gained in CILA to study a particular issue or case. A faculty member advises the student throughout to assure adequate focus and incorporation of primary field research in the project design. International Studies 1; INS 399 (2 course credits) Internship Placement and Seminar Placement matches student-defined goals and interests with one of a wide range of agencies working toward community development and social change. Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student. agency, and program for the term. The internship seminar provides for structured reflection, analysis, and integration of the experience. ENVIRONMENT, ECONOMY, AND COMMUNITY I N LATIN AMERICA: GUATEMALA AND CUBA (EECLA)--SPRING Through fieldwork and hands-on projects, students explore the impact of global d e w opmenl on local culture and environment and the response of indigenous cornmunitics in Guatemala, with travel to Cuba or another Latin American country. Aupburg application deadline: Sepr. 30. All students take these four inter-related courses: Social Dynamics and the Environment The Ethics of Development: Local and Global Implications Spanish in the Field (advanced-level language course) INS 499 Independent Study Project (students chooses topic) Check with the specific international studies program director for requirements in the program. MANAGEMENT INFORMATION SYSTEMS See listing under Business Administration, Accounting, and Management Information Systems. 76 Mathematics in calculus should consult with the mathematics department. All other students must take the Augsburg Math Placement Exam, which is administered by the Academic Advising Center. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from the Academic Advising Center. 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. Review help is available from the Academic Enrichment Center. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MATHEMATICS COURSES MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra. WEC-additional sessions are required) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) MAT 121 Finite Mathematics Concepts of finite mathematics such as combinatorics, probability, matrices, linear programming, theory of interest, and graph theory with an emphasis on quantitative reasoning. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3) MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business and quantitative reasoning. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Mathematics 17; MAT 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of Western civilization with an emphasis on connections to teaching mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3) MAT 132 Numeracy for Contemporary Society An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students' life, work, and interests. Students who have completed a Quantitative Reasoning course may not register for credit. (Prereq.: MPG 3) MAT 145-146 Calculus 1 8 11 Concepts of calculus of one-variable functions, including derivatives, integrals, differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) - - MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3) MAT 245 Calculus Ill Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) 178 Mathematics MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, a i d formal logic with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246, MAT 271) MAT 324 Analysis Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 331 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modem mathematics. An examination of the interaction between the development of mathematics and that of western civilization. Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or MAT 122 and MPG 4, junior or senior standing) MAT 373 MAT 374 Probability and Statistics I Concepts of probability including methods of enumeration, random variables and probability distributions, expectation, the Central Limit Theorem, and important ideas and problems of statistics. (Prereq.: MAT 245) Probability and Statistics II Concepts of statistics including sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of instructor) - Mathematics 1 7 s MAT 481 Topics in Mathematics Study of an advanced topic such as complex analysis, numerical analysis, mathematical biology, operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor) MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Cames no course credit. Internship and Independent Study courses: MAT 1991399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing). See also description on p. 87. MAT 499 Independent StudyIResearch Selection and study of an advanced topic outside of the offered cumculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor). See also description on p. 88. See listing under Interdisciplinary Studies. - M O D E R N LANGUAGES Modern Languages Faculty The Department Of Languages at Augsburg College contributes in many ways to realizing the College's mission of liberal arts educkon 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 modem languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College's affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in intemational business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modem languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, R o m h Soto, Donald Steinmetz Major The major consists of nine courses above 21 1, including two courses in culture, two courses in language, two courses in literature and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Minor The minor consists of four courses above 2 11,including one each in language, literature, and culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Graduation with Distinction Majors seeking graduation with distinction must apply in the junior year. Requirements: 3.5 GPA in the major, 3.5 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for lim- - Modern Languages 181 its on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Teacher candidates in French, German, and Spanish must consult with the Department of Education for specific information and enrollment in the program as well as for information on special methods courses. All transfer teacher candidates, including those who have completed a college language major elsewhere, must take at least two courses in language, literature, or culture at Augsburg. A minimum grade of 3.0 in Conversation and Composition (311) is a departmental requirement for teaching majors. Licensure requires successful completion of the Competency Exam prior to student teaching. See requirements for State of Minnesota Licensure for Teaching in Secondary Schools under Department of Education. After spring term 2001, Augsburg College will no longer offer a licensure program in modem languages. See the Department of Education or the chair of the Department of Modem Languages for information on other options. AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall: 111; spring 112. WEC-additional sessions required) - 182 Modern Languages FRE 21 1, 212 Intermediate French I, II Selected articles, inteniews, 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 &&mar. Laboratory work. (Fall: 211; spring: 212) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 41 1 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 495 Topics in Literature, Culture, or Linguistics - Modern Languages 18: Internships and Independent Study Courses: FRE 199 Internship See description on page 87. FRE 299 Directed Study See description on page 88. FRE 399 Internship See description on page 87. FRE 499 Independent StudyIResearch See description on page 88. GERMAN (CER) CER 111, 112 Beginning Cerman I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. (Fall: 111; spring: - 112. WEC-additional sessions required.) CER 211, 212 Intermediate Cerman I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212) CER 295 Topics in Literature, Culture, or Linguistics CER 31 1 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) CER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) CER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) - 184 Modern Languages CER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of instructor. On demand) CER 351 Survey of Literature: German Literature from Chivalry to Romanticism The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. CER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Man, 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 modem age. CER 41 1 Advanced Conversation and Composition Aims at developing and refining the student's use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 3 11 or consent of instructor. Fall) CER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: CER 199 lnternship See description on page 87. CER 299 Directed Study See description on page 88. CER 399 lnternship See description on page 87 CER 499 Independent StudyIResearch See description on page 88. - Modern Languages 18: JAPANESE(JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112) NOR 21 1, 212 Intermediate Norwegian I, II Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 NOR 31 1 Topics in Literature, Culture, or Linguistics Conversation and Camposition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 21 1 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural devel- opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) - 186 Modern Languages NOR 41 1 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on litera~yand cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 lnternship See description on page 87. NOR 299 Directed Study See description on page 88. NOR 399 lnternship See description on page 87. NOR 499 Independent StudyIResearch See description on page 88. OJIBWE(OJB) Two courses in Ojibwe (Chippewa) are offered a>Augsburg, both as part of the modem languages department and as part of the American Indian studies minor. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Laboratory work is an integral part of the course. (Fall: 111; spring: 112. WEC-additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212) SPA 248 Spanish and Latin American Culture Through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) .-V ^ - 3* O 2F %4 @:; & w o o at; s E 2 - 8 s 5 c 3 .E w .ss Z 8 . m- s c % i8 0 m e * 33," =.- l;:g; 04 E e9; Q Q ) E o u * . . Uzg+ W d O E C h.m E a v .l$ c z Z 0 m .2 ~6 ""a ;.2'gg ,z 03.2 w Z E Z Z O ;.z m3 .z d u ,o&z u.y8 3 s acl 8, 4 gga a w a9 M usic has the power to strengthen the mind, heal the body, and unlock the creative spirit. Whether we experience music as a listener, performer, or teacher, it adds a significant dimension to our lives. The Department of Music at Augsburg College offers music training within the context of a liberal arts education, and is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA) . Music majors may choose from four majors in three degree programs: bachelor of arts (music major); bachelor of music (music education major); bachelor of music (performance major); and bachelor of science (music therapy major). Music minors and nonmusic majors may also participate in a variety of music experiences including music ensembles, private lessons, some music courses, and additional Interim courses or special performances. Full-time Faculty Robert Stacke (Chair), Jill Dawe, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Bridget Doak, Sally Dorer, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Mary Horozaniecki, Ned Kantar, Kathy Kienzle, Caroline Lemen, Steve Lund, Norbert Nielubowski, Celeste O'Brien, Paul Ousley, Rick Penning, Nicholas Raths, Sonja Thompson, Angela Wyatt. Fine Arts Coordinator Carley Miller Augsburg students who enroll as freshmen must apply to the Department of Music for acceptance to a degree program by the end of the sophomore year. Transfer students should meet with a music adviser immediately after enrolling at Augsburg to establish an appropriate course of music study and application/evaluation process. AU students interested in pursuing a music degree at Augsburg are strongly encouraged to contact a music faculty adviser in their degree area as soon as possible to ensure a smooth program of study and timely completion of music degree requirements. Bachelor of Arts-Music Major For acceptance to the bachelor of arts-music major degree program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. Bachelor of Music-Education Major For acceptance to the bachelor of music-education major degree program, students must: submit an application for admission prior to spring juries of the sophomore year - Music 185 submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiencyrequirement Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. In addition to applying to the music department, bachelor of music-education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music-education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.5 in all music courses is necessary for the music education licensure program. Bachelor of Music-Performance Major For acceptance to the bachelor of music-performance major program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement Acceptance to the degree program will be based on the successful completion of the above as well as on the successful outcome of the audition and interview (see Music Student Handbook). Bachelor of Science-Music Therapy Major For acceptance to the bachelor of science-music therapy major program, students must: submit an application for admission prior to spring juries of the sophomore year submit a copy of a current academic transcript with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements Acceptance to the degree program will based on the successful completion of the above, as well as on the student's performance at his or her spring sophomore jury. A cumulative GPA of 2.5 in all music courses and a 2.5 in all music therapy courses is necessary for the music therapy degree. Bachelor of science-music therapy major candidates should consult with the director of music therapy before applying for acceptance into the program. Transfer Students For acceptance to a music degree program, transfer students must: submit an application for admission prior to the end of the sophomore year, or as soon as possible after enrolling at Augsburg submit a copy of a current academic transcript and transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano proficiency requirement - 190 Music Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury if enrolled as a junior or senior, or spring semester sophomore jury if enrolled as a freshman or sophomore. For bachelor of musicperformance major candidates, acceptance will be based on the completion of the above as well as on the successful outcome of the audition and interview (see Music Student Handbook). Equivalency/Certification Students The music therapy equivalency program is available to students who already have a bachelor's degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student's degree and skill level, individual requirements will be outlined by the director of music therapy There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: submit an application for admission during the first semester of residency at Augsburg submit a copy of a current academic transcript and transferred credits with the application submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student's performance at his or her first jury. Music Minor Candidates must submit an application for admission prior to spring juries of the sophomore year. Core curriculum (required of all music majors): MUS 101 Materials of Music I MUS 102 Materials of Music I1 MUS 111 Aural Skills I MUS 112 Aural Skills 11 MUS 201 Materials of Music 111 MUS 202 Form and Analysis MUS 21 1 Aural Skills 111 MUS 212 Aural Skills IV MUS 23 1 History and Literature of Music I MUS 232 History and Literature of Music I1 MUS 341 Basic Conducting Large and Small Ensemble Participation Performance Studies Music Repertoire Tests Piano Proficiency Plus fulfillment of recital requirements as given under each specific degree and major. Language requirements are fulfilled in accordance with Augsburg's general education guidelines and with the approval of the student's music adviser. Checklists for specific degree programs are available in the music department. H BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study - Music 19' or desire to enter one of the many musicrelated business fields most often choose this course of study. Requirements Core cuniculum plus one music credit elective plus MUS 458 (Senior Recital) plus two semesters chosen from: MUS 311,312 Composition I, I1 MUS 342 Choral Conducting MUS 344 Instrumental Conducting MUS 331 Music of the Baroque Era MUS 332 Music of the Classical Era MUS 333 Music of the Romantic Era MUS 334 Music of the 20th Century MUS 241 History of Jazz MUS 320 Worlds of Music Eight quarter course credits of performance studies in the major instrument/voice Eight quarter course credits in a major Augsburg ensemble on the major instrument/voice Four semesters in a non-credit small Augsburg ensemble on the major instrumenuvoice Pass piano proficiency test Pass three music repertoire tests BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocavgeneral or instrumentavgeneral emphasis. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the bachelor of music education major. All music requirements must be completed prior to student teaching. Requirements Core curriculum plus: MUS 311,312 Composition I, I1 MUS 358 Half junior recital MUS 459 Full senior recital HPE 115 Health and Chemical Dependency Education ENG 111 Effective Writing INS 105, or Intro. to Amer. Indian Studies INS 260 Contemporary American Indians EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 310 Learning and Development EDC 315 Critical Issues in Education Seminar ESE 300 ReadingNriting in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485,487 Student Teaching VocaVGeneral: MUS 359 Music Methods: ChoraWocal (.5) MUS 356 Music Methods: Brass/F'ercussion (.25) MUS 357 Music Methods: Woodwinds (.25) MUS 355 Music Methods: Strings (.25) InstrumentaWGeneral: MUS 359 Music Methods: ChoraWocal (.25) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) 92 Music One of the following two: MUS 342 Choral Conducting MUS 344 Instrumental Conducting One of the following two areas of emphasis: Vocal emphasis-MUS 251, 252, 253, 254 Instrumental emphasis-ne course credit of music elective Two quarter course credits of performance studies in the major instrumentlvoice (first year) Four half course credits of performance studies in the major instrumendvoice (second and third year) Two full course credits of performance studies in the major instrurnentlvoice (fourth year) Eight quarter course credits in a major Augsburg ensemble on the major instrurnentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir) Four semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Improvisation competency on major instrumendvoice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and in the major instrurnentlvoice BACHELOR OF MUSIC Music Performance Major Emphasizes intensive work in performance, supplemented by other courses in music and the liberal arts. The program is made available only to students of exceptional performing ability who are selected on the basis of an auditionlinterview application process. The bachelor of music performance program prepares gifted performers to com- pete for professional performing opportunities andlor graduate school auditions. Requirements: 19.5 course credits Core curriculum MUS 311,312 MUS 358 MUS 459 plus: Composition I, 11 Full junior recital Full senior recital One of the following three areas of emphasis: Vocal emphasi+MUS 251,252, 253, 254, 435, EDS 359, one course credit of music elective Piano or organ emphasi+MUS 301,302, 436, 456, one half course credit of music elective Inshumental emphasisMUS 301,302, one and one half course credits of music electives, one methods course for major instrument Two quarter course credits and six full course credits of performance studies in the major instrurnentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumentlvoice Or, for piano or guitar emphasis: Four quarter course credits in a major Augsburg ensemble plus four semesters of departmental ensemble work as assigned by the student's academic adviser and studio instructor. Four semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.5 in all music courses and 3.0 in the major ins trumendvoice - Music 19; BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B. S. in music therapy is minimally a 4 1/2 year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Requirements: 23 course credits Core curriculum plus: MUS 271 Music Therapy Techniques and Materials MUS 274,275 Music Therapy Practicums MUS 311 or 312 Composition I or 11 MUS 372, 373 Psychological Foundation of Music I, I1 MUS 374,375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar MUS 474,475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half senior recital EDS 282 Introduction to Special Education PSY 105 Principles of Psychology PSY 362 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 356 Music Methods: Brass and Percussion MUS 357 Music Methods: Woodwinds MUS 358 Music Methods: Strings Strongly recommended: MUS 359 Music Methods: Vocal One of the following two: SOC 362 Statistical Analysis PSY 230 Research Methods: Design, Procedure, and Analysis I Eight quarter course credits of performance studies in the major instrumentlvoice Eight quarter course credits in a major Augsburg ensemble on the major instrumentlvoice Two semesters in a non-credit small Augsburg ensemble on the major instrumendvoice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Minor Requirements: 6 course credits MUS 101, 102 Materials of Music I, 11 MUS 111, 112 Aural Skills I, I1 MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music I1 One additional music course. Four consecutive quarter courses in a major ensemble concurrent with four quarter courses of performance studies on the major instrument/voice Pass one music repertoire test Departmental Honors Students may qualify for participation in the music honors program if they: have earned a GPA of at least 3.0 in music courses apply by petition for the honors program before the senior year - 9 4 Music provide leadership in one or more of the following areas: - promotion of high music performance standards within the music department - breadth of music interests by attendance at concerts on and off campus - major ensembles Honors may be achieved in one of the following ways: writing a senior thesis and defending it before a faculty committee presenting an additional senior recital of graduate quality composing a work for vocal andfor instrumental ensemble of not less than 15 minutes duration conducting an ensemble concert a combination of the above Ensembles (MUE) These musical organizations are open to music majors, music minors, and nonmusic majors. All music students are required to participate in a major ensemble on their major instrument (where possible) during their time at Augsburg College. Auditions for membership in ensembles are scheduled during the first week of the school year or by arrangement with the individual ensemble director. While the music department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, the Augsburg Chamber Orchestra, the Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Ensemble requirements are fulfilled by participation for the entire year. One quarter course credit per semester is granted to members of major ensembles (MUE 111, 112, 121, 141); other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit with audit (V) designation. A maximum of two course credits in an ensemble may be counted toward graduation requirements. Performance Studies (Private Lessons) Private instruction in voice, piano, organ, or any instrument is available for all students in the following categories: No credit-112 hour lesson, 3 hours of practice per week 114 course credit-1R hour lesson, 4 hours of practice per week 112 course credit-1 hour lesson, 8 hours of practice per week One course credit-1 hour lesson, 12 hours of practice per week Lessons for credit require: Private lessons Jury examination at the end of each semester Attendance at departmental student recitals and master classes Attendance at concerts and recitals Lessons for non-credit: Students may take private lessons for no credit and are not required to fulfill the performance and listening requirements. A semester of study consists of 14 weeks of lessons, coaching, and a jury examination. Music majors and minors are required to register for music lessons for credit (quarter, half, or full credit depending on year of study and degree being sought). Credit is granted only for study with faculty members of the Augsburg College Department of Music, and private - Music 1 9 instruction for credit is graded traditionally Music majors and minors must declare an area of concentration. Freshmen may be awarded free lessons, if taken for credit, in their major instrumendvoice and with the recommendation of their private lesson instructor. Any lessons during Interim or summer are arranged privately with the instructor. A student who cannot attend a scheduled lesson is required to notify the instructor at least 24 hours in advance. Otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. Limited school instruments are available for student use. Music majors are required to attend departmental student recitals and will perform if requested by their instructor. All students registered in performance studies for credit are required to attend eight designated music events during each semester. Four of these events will be made up of major ensemble concerts, senior student recitals, faculty recitals, or designated campus music events. Four events should be professional, off-campus concerts that have the prior approval of the student's major instrumendvoice instructor. Off-campus concerts will require that a program and a one-sheet review be submitted to the instructor. Music minors are required to attend four events (on or off campus) that meet the approval of their private instructor. Note: Final grades for private lessons are affected by attendance requirements. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Concurrent registration in performance studies in the major instrumendvoice is required for recital performance. At least two full-time music faculty members and the student's private instructor must be present to evaluate junior and senior recitals. Recitals are given a pass/fail grade. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or honors program will be sponsored by the music department. Other student recitals may be considered for departmental sponsorship. All music degree recitals must be representative of the academic guidelines set forth in this catalog and repertoire lists. B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. B. A. and B. S. degree senior recitals (MUS 458) will be one-half hour in duration. EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. 96 Music - Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule or the music department for course offerings in each term. THEORY MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 (.5 course) Materials of Music 11 Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I MUS 112 Aural Skills 11 MUS 201 (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0) MUS 211 Aural Skills 111 MUS 212 Aural Skills IV MUS 301 Counterpoint 1 (.5 course) 16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 302 Counterpoint 11 (.5 course) Study of contemporary counterpoint including works of Schoenberg, Barber, Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (-5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) Materials of Music 111 (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) - Music 19 MUS 31 1 Composition 1 (.5 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) MUS 312 Composition 11 (.5 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. Contemporary techniques, atonal systems, and larger forms are studied and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) HISTORY AND LITERATURE MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For nonmusic majors. MUS 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 320 Worlds of Music A survey of non-Western musical cultures. - 98 Music Thefollowing four half courses are extensive studies of special eras in the histoly of music: MUS 331 Music of the Baroque Era (Prereq.: MUS 231, 232) (.5 course) MUS 332 Music of the Classical Period (Prereq.: MUS 231, 232) (.5 course) MUS 333 Music of the Romantic Period (Prereq.: MUS 23 1, 232) (.5 course) MUS 334 Music of the 20th Century (Prereq.: MUS 231, 232) (.5 course) MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) MUS 436 Piano Repertoire (.5 course) Study of the piano literature from the 17th century to the present by listening, analyzing, and performing. (Prereq.: MUS 231, 232) MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department cuniculum. Open only to advanced students upon approval by the faculty. H INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 lnternship See description on page 87. MUS 299 Directed Study See description on page 88. MUS 399 lnternship See description on page 87. MUS 499 lndependent StudyIResearch See description on page 88. Open only to advanced students upon approval of the faculty. Music 19 7 TECHNIQUE MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155 Class Piano (.25 course) Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading, and simple accompaniment and music reading skills necessaly to pass the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 456 Piano Pedagogy (.5 course) Principles, methods, materials, and techniques for teaching piano. Survey of various pedagogical schools of thought. MUS 358 JuniorRecital (.O course) B.M. candidates only. One-half hour recital at repertoire Level 111 for music education majors, one hour recital at Level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.O course) One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.O course) B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUSIC THERAPY MUS 271 MUS 272 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. 00 Music MUS 274, 275 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.O course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills, including improvisation. Two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 473 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. MUS 474,475 Music Therapy Practicums (.25 course each) Volunteer work under the s u p e ~ s i o nof a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests) MUS 479 Music Therapy Clinical Internship (.5 course) Full-time placement in an AMTA-approved internship site for six months. (1040 hours) Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: completion of all other graduation requirements, including all proficiency exams and music repertoire tests) - Music 20' ENSEMBLES (MUE) These musical organizations exist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester or by arrangement with the ensemble director. Assignment to an ensemble is then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to Concert Band members. While the department strongly encourages both formal and informal ensemble experience, only membership in the Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, or Riverside Singers of Augsburg will satisfy the major, minor, or general education requirements. Some instruments are available for use by students. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers o f Augsburg (.25 course) MUE 113 Vocal Chamber (.O course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 122 String Ensemble (.O course) MUE 131 Woodwind Chamber Music (.O course) MUE 141 Concert Band (.25 course) MUE 142 Brass Ensemble (.O course) MUE 143 Jazz Ensemble (.O course) MUE 144 Percussion Ensemble (.O course) MUE 145 Piano Ensemble (.O course) - !02 Music PERFORMANCE STUDIES (MUP) Private instruction for credit is graded traditionally. All areas of study are available to the non-music major or minor. All lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying, ensemble participation, and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; music minor-Level I; B.A. and B.S. majors-Enter I and attain 111; B.M.-Education major-Enter I1 attain IV; B.M.-Performance major-Enter I1 and attain \! LESSONS MUP 111-411 Voice MUP 137-437 Horn MUP 121-421 Violin MUP 141-441 Trumpet MUP 122-422 Viola MUP 142-442 Trombone MUP 123-423 Cello MUP 143-443 Baritone M UP 124-424 Bass MUP144-444 Tuba MUP 131-431 Oboe MUP 152-452 Piano MUP 132-432 Bassoon MUP 159a Piano accompanying MUP 133-433 Clarinet MUP 161-461 Guitar MUP 134-434 Saxophone MUP 171-471 Percussion MUP 135-435 Flute MUP181-481 Organ MUP 191-491 Harp MUP 192-492 Improvisation Note carefully the following provisions: A semester of study is 14 weeks of lessons and coaching. Any lesson during the Interim or summer are arranged privately with the teacher. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise except for illness immediately prior to the lesson, the student will forfeit the right to a make-up lesson. Credit is granted only for study with faculty members of the Augsburg College Department of Music. T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distributionlgeneral education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Karen Ballens, Biology, Sandra Olmsted, Chemistry, Jeff Johnson, Physics Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. Broad Base Requirements GEO XXX Introductory Geology PHY 101 Introductory Astronomy PHY 106 Introductory Meteorology BIO 113 Introductory Organisrnal Biology BIO 114 Introductory Genetics, Evolution, and Ecology PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, I1 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry Biology Major (for licensure in biology 5-12) Broad base requirements, plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Zoology or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 367 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology CHM 351,352 Organic Chemistry One math course: MAT 114, 122, 145, or 163 - !04 Natural Science Teaching Licensures Physical Science Broad Base Requirement BIO 113,114,215 PHY 101,106 Geology Chemistry Major (for licensure in chemistry 5-12) Physical Science Broad Base Requirement, plus Graduation major in chemistry: CHM 105,106 Principles of Chemistry or CHM 115,116 General Chemistry CHM 351 Organic Chemistry CHM 352 Organic Chemistry CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar MAT 145, 146 Calculus I, I1 Physics Major (for licensure in physics 5-12) Physical Science Broad Base Requirement, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; recommended from PHY 261,320,327, 352,420,486,488 One year of general chemistry- CHM 105,106 or CHM 115,116 Two courses from: CHM 364,367,464,481,482,495 One year of general physics-PHY 122 121, NORDIC AREASTUDIES See listing under Interdisciplinary Studies. NORWEGIAN See listing under Modem Languages. T - he Augsburg of Nursing - Department is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work in hospitals, clinics, corporations, government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through the entire life span for people of diverse cultures and socioeconomic levels. The bachelor's degree equips nurses with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at Augsburg also provides educational opportunities to increase their skills in critical thinking, clinical investigation, and decision-making that prepares them to handle challenging new positions in today's health care field. Augsburg's nursing program, leading to a bachelor of science degree with a major in nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for public health nurse registration in Minnesota. With two additional courses, they are eligible to apply for school nurse certification. Nursing Faculty Beverly Nilsson (Chair), Meny Beth Gay, Sue Nash, Pamela Weiss Major Nine courses including: NUR 305 Contemporary Nursing I: Communication NUR 306 Contemporary Nursing 11: Paradigms in Nursing NUR 310 Community Health Nursing I NUR 311 Community Health Nursing 11: Practicum NUR 330 Trends and Issues in Nursing NUR 350 Introduction to Nursing Research NUR 403 Contemporary Nursing 111: Families NUR 43 1 Leadership and Management: Theory and Practice PHI 380 Ethics of Medicine and Health Care A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at the completion of Level I and Level I1 courses of study are required. Students also must complete Augsburg's residence and general education requirements. The program has been planned so that the major can be completed within two academic years; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekends with practicum courses requiring additional weekday time. More time may be required to complete the total course of study depending on the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with the program coordinator from the Department of Nursing for program planning. - 06 Nursing Departmental Honors Admission to the honors major requires: a GPA of at least 3.6 in the major and 3.3 overall, application to the department chair by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.2 GPA. 2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate degree or diploma nursing program with a 2.5 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Prerequisite course content: The following content must have been completed with a minimum grade of Z.O-chemistry, anatomy and physiology, microbiology, English composition, introductory sociology, and introductory psychology. These courses may be taken at Augsburg or at another accredited college or university. 5. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing this degree. Nursing courses at Augsburg are available only through Weekend College. Classes usually meet on alternate weekends for one 3 l/2 hour time block. Clinical practice usually occurs on weekdays. Students can complete their liberal arts general education requirements by taking courses in day school and Weekend College. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete the baccalaureate at the Minneapolis and Rochester sites. - Nursing 20 NUR 305 Contemporary Nursing I: Communication Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Contemporary Nursing II: Paradigms in Nursing An introduction to the idea of theory-based nursing practice. Nursing theory and conceptual models for nursing practice are studied and then utilized in a patientlclient situation. NUR 310 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, and communities. NUR 31 1 Community Health Nursing II: Practicum** Provides clinical experience in community-based health care delively systems. Students will apply nursing process, teachingearning theory, and basic public health principles with culturally diverse clients. (Prereq.: NUR 310) NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 350 Introduction to Nursing Research Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in nursing practice and design a research proposal. (Prereq.: MPG 3) - 08 Nursing NUR 403 NUR 431 Contemporary Nursing Ill: Families Provides a theoretical basis for nursing interventions with culturally diverse families and explores theories related to family structure and function throughout the life span. The role of the nurse in family health care is examined. (Prereq.: NUR 306, 350) LeadershipIManagement: Theory and Practice** 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. NUR 432 Topics in Nursing 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. Independent Study: NUR 499 Independent StudyIResearch See description on page 88. Note: I f NUR 31 1 is not taken immediately following NUR 31 0, students are required to consult withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more t h a n j v e years may be asked to audit courses already taken. There is afee to audit courses. ** This course involves an additional clinical fee. P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines have their source in it, and it is concerned with asking and answering the "big" questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning with the help of great philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, or the Christian ministry. Philosophy Faculty David Apolloni (Chair), Mark Fuehrer, Bruce Reichenbach Philosophy Major Nine courses including: PHI 241 History of Philosophy I: The Classical Philosophers PHI 242 History of Philosophy 11: Medieval and Renaissance Philosophy PHI 285 Intro. to Formal Logic and Computation Theory PHI 343 History of Philosophy 111: Enlightenment and 20thCentury Analytic Philosophy A 400-level course (other than PHI 499) Four elective courses in philosophy Five courses must be upper division. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing on page 118. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241,242, and 343. - !lo Philosophy .- -- - PHI 110 Introduction to Philosophy This course introduces students to typical philosophical problems (like how we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex Issues such as the ethics of sex in relation to marriage, pornography, and homosexuality are considered. Then consideration is given to the nature and history of romantic love and its relationship to sex. PHI 215 Philosophy of the Emotions and Passions An examination of several classical and contemporary philosophical essays on the nature of human emotion and passion with the intention of discovering the nature and role on this aspect of human nature. The impact of emotions upon language, music, art, interpersonal relations, and even religion are explored. PHI 241 History of Philosophy I: The Classical Philosophers Central philosophical questions that concerned the Greek philosophers 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, from Thales to Plotinus. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy (Suggested prior course: PHI 241. Spring) - Philosophy 21 PHI 260 Philosophy and the Arts Class discussion of philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of "work 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. PHI 2851385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 343 History of Philosophy Ill: Modern Philosophy The quest for the nature and origin of knowledge in the writings of the Continental Rationalists, Descartes, Spinoza, Leibniz; and in the the writings of the British Empiricists, Locke, Berkeley, and Hume. Kant's idealist answer to Hume's skepticism; the rejection of idealism and the formation of analytic philosophy in the early 20th century: Moore, Russell, and Wittgenstein. PHI 350 Philosophy of Religion We systematically investigate a series of 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? (Suggested: one prior course in philosophy) PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years) PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist's knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: PHI 399 or one course in natural science) PHI 370 Existentialism Studies in the writings-both philosophical and literary-of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care Application of ethical principles 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. ' - 1 2 Philosophy PHI 3851285 Introduction to Formal Logic and Computation Theory (See description for PHI 285/385) PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific area of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242,343,344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See description on page 87. PHI 299 Directed Study See description on page 88. PHI 399 lnternship See description on page 87. PHI 499 Independent StudyIResearch See description on page 88. PHYSICALEDUCATION See listing under Health and Physical Education. T he Augsburg Assistant - Physician Program is designed for students interested m careers as health care providers. The physician assistant concept originated during the mid-1960s. Physicians and educators recognized that there was a shortage and uneven distribution of primary care physicians. To combat these problems, the Physician Assistant Program was developed. All PAs must, by law or regulation, have a supervising physician. An important element of the physician assistant education is the emphasis on patient education. The Augsburg Physician Assistant Program is a 27-month program of study for students with at least 64 semester hours of college credit. A new class of 28 students begins each May. Students who intend to enter the Physician Assistant Program must apply by December of the previous year. The program is very competitive and not all students who apply are accepted. Physician assistant students who have not previously obtained a baccalaureate degree will earn a bachelor of arts in physician assistant studies upon successful completion of the program. The Augsburg Physician Assistant Program is currently accreditated from CAAHEP (Commission on Accreditation of Allied Health Education Programs). In order for someone to practice as a physician assistant, one must graduate from an accredited PA program and pass the PA National Certification Examination. Practice regulations differ from state to state. The mission of the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to undersewed 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. Physician Assistant Faculty Dawn B. Ludwig (Chair), Martha Kelly, Terry Lewis, LuAnn Shay, Christine Bosquez, Donna DeGracia Major First Year (Twelve Months) Twelve courses including: PA 311 Human Anatomy and Neuroanatomy PA 321 Human Physiology PA 331 PA Seminar PA 351 Pharmacology I PA 361 Clinical Medicine I PA 371 History & Physical Exam Skills I PA 341 Current Trends PA 362 Clinical Medicine I1 PA 352 Pharmacology I1 PA 363 Clinical Medicine 111 History & Physical Exam PA 372 Skills I1 PA 380 Emergency Medicine and three supporting courses including: PSY 368 Behavioral Health Care I PSY 369 Behavioral Health Care I1 PHI 380 Ethics of Medicine and Health Care - 1 4 Physician Assistant Second Year (Fifteen Months) ENTRANCE REQUIREMENTS Prerequisite: successful completion of the first year of the PA Program and all courses must be taken as maditional grading. The following steps must be completed to apply for admission into the Physician Assistant Program. Clinical rotations in prearranged health care facilities including: PA 400 Family Medicine .............6 weeks PA 410 Internal Medicine ............6 weeks PA 420 General Surgery ..............6 weeks PA 430 Pediatrics........................ .6 weeks PA 440 OB/Gynecology ...............6 weeks PA 450 Emergency Medicine ......6 weeks PA 460 Psychiatry........................6 weeks PA 470 Electives ..........................6 weeks PA 480 Family Medicine Preceptorship ..................Final 11 weeks of program 1. Prerequisite course content: The following courses must have been completed at Augsburg (or an approved equivalent course at another accredited institution) with a GPA of 2.0 or better: A minimum grade of 2.0 in each physician assistant and supporting course of study is required. Students in the degree program also must complete Augsburg's residence and general education requirements. The program is planned so that the major will be completed in 27 months. The courses are offered consecutively, with subsequent courses based on material taught in previous courses; therefore, students are accepted for full-time study only. Program Change As of May 2001, the PA Program will be a graduate program and award a master of science degree with the PA Certificate. Prerequisites will change accordingly. One year biological sciences for majors One full course sequence oE Organic Chemistry Microbiology Biochemistry General Psychology One course in medical terminology 2. It is recommended students maintain a cumulative and science GPA of 3.0 or better to remain competitive with all potential applicants. 3. All general education perspectives/skills (except The City, one Writing Skill, Speaking Skill, and Critical Thinking) must have been completed. The above perspectives and skills are included in the physician assistant curriculum. 4. Submit a complete application to the program prior to the deadline, usually the end of December. Call the office for the official deadline each year. A complete application packet includes: the application, three or four letters of reference, an application fee, and an official transcript from each post-secondary school attended. 5. Application and admission to Augsburg College prior to matriculation to the Physician Assistant Program. - Physician Assistant 21 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course will involve dissection of human cadavers. This course is offered only to students accepted into the PA Program. Human Physiology A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and the special senses. (Prereq.: Admission to the PA Program) PA Seminar A seminar exploring the history and role of physician assistants, including the laws and regulations governing their practice and education. (Prereq.: Admission to the PA Program or consent of instructor) Current Trends This course educates the student in understanding medical literature, research of literature, and analysis of medical articles. (Prereq.: Admission to the PA Program) Pharmacology I This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular, respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA Program and successful completion of summer semester) Pharmacology II This course covers drug metabolism, chemotherapy, and prescriptive practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351) Clinical Medicine I A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and successful completion of summer semester) Clinical Medicine II A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the otolaryngologic, ophthalmalogic, and neurologic systems. (Prereq.: PA 361) 16 Physician Assistant 7 Clinical Medicine Ill A course designed to teach pathologic process, clinical disease, treatment, and the clinical skills associated with the rheumatologic, orthopedic, gynecologic, obstetric, pediatric, geriatric, dermatologic, and immunologic systems. (Prereq.: PA 363) History and Physical Exam Skills I A lecturddiscussion/laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to the interviewing and physical examination of patients. (Prereq.: Admission to the PA Program) History and Physical Exam Skills II A lecturddiscussion/laboratory course with extensive clinical exposure designed to demonstrate and apply the techniques and skills essential to the interviewing and physical examination of patients. (Prereq.: PA 371) Emergency Medicine A lecturdaboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362) Family Medicine A six-week required rotation that emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases, and conditions unique to the clinical practice of family medicine. Internal Medicine A six-week required rotation during which the indication, limitation, and methods of performing the necessary diagnostic procedure and therapeutic measures used in the treatment of general medicine disorders are reviewed. General Surgery A six-week required rotation providing an orientation to patients of various ages with surgically manageable diseases, emphasizing -preoperative,intraoperative, and postoperative periods. Pediatrics A six-week required rotation designed to emphasize care of the child from birth through adolescence, emphasizing common childhood illnesses, normal growth and development, and abnormal variations. - Physician Assistant 217 OBICYN A six-week required rotation that provides an exposure to the spectrum of problems and issues associated with women's health care, including pregnancy, common gynecological diseases, and preventive care. Emergency Medicine A six-week required rotation designed to provide an in-depth exposure to the illnesses and injuries sustained by all ages that necessitate emergency care. Psychiatry A six-week required rotation designed to provide an understanding of the behavioral components of health, disease, and disability with exposure to patients with a variety of psychiatric diagnoses. Electives A total of six weeks spent by the student in a department-approved rotation of the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology. Family Medicine Preceptorship An 11-week required rotation providing the student an opportunity to utilize all skills and knowledge gained in the program, emphasizing complete patient care in a family medicine setting. (Prereq: completion of the clinical year of PA studies) P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called "natural philosophers," physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, computer 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 with some degree of comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor's and advanced degree levels, and administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs (supported by NASA, the National Science Foundation, and other federal agencies) through its Center for Atmospheric and Space Sciences. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Mark Engebretson, Kenneth Erickson, Anthony Hansen, William Jasperson, Jeffrey Johnson, David Venne, J. Ambrose Wolf Physics Research Staff Jennifer Posch, Thomas Powers BACHELOR OF ARTS Major 13 courses including: PHY 121 General Physics I PHY 122 General PKysics I1 PHY 245 Modem Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395, 396 Comprehensive Laboratory - Physics '219 Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, 11 MAT 245, 247 Calculus 111 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics BACHELOR OF SCIENCE Major 17 courses including: PHY 121 General Physics I PHY 122 General Physics I1 PHY 245 Modem Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics I1 PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields I1 PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory 11 PHY 486 Quantum Physics I One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, 11 MAT 245, 247 Calculus I11 and Modeling and Differential Equations or MAT 245 Calculus 111 and PHY 327 Special Functions of Mathematical Physics BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics 18 course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Graduation with Distinction A GPA of 3.7 in physics and 3.5 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. Departmental Honors A GPA of 3.5 in physics and 3.3 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. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121,122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. 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. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics I1 Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, 11 - '22 Physics PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory 1 (.5 course) An emphasis on independent laboratory work and participation in physics seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour laboratory and one seminar hour per week. Prereq.: junior or senior standing or consent of instructor. Fall) PHY 396 Comprehensive Laboratory 11 (.5 course) A continuation of PHY 395. (One three-hour laboratory and one seminar hour per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 35 1. Fall) PHY 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring) Internships and Independent Study Courses: PHY 199 lnternship See description on page 87. PHY 299 Directed Study See description on page 88. PHY 399 lnternship See description on page 87. PHY 499 Independent StudyIResearch See description on page 88. Open to juniors and seniors with departmental approval. F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Political Science Faculty Andrew Aoki (Chair), Philip Fishman, Milda Hedblom, Mary Ellen Lundsten, William Morris, Norma Noonan, Susan Riley, Joseph Underhill-Cady Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 PoliticaVStatistics/Methodology POL 484 Political Analysis Seminar Required elective-one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student's GPA must be 3.5 in the major and 3.0 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a fac- - ?24 Political Science ulty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Teaching Major in Political Science and Economics Education Courses: EDC 200 Orientation to Education (required for licensure) EDS 375 Social Studies Methods-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. Political Science Areas Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. (I) American Government and Politics, (11) Comparative Politics and Analysis, (111) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. 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 course Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. - Political Science 22 I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 325 Public Administration and Policy Analysis The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor) POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing.) POL 370 Constitutional Law (See Section I V for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) - 26 Political Science II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union andlor other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) Ill. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policy Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. (Prereq.: four courses in the international relations sequence) - Political Science 22 IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. POLITICAL THEORY AND ANALYSIS POL 158 Political Patterns and Processes (See Section I1 for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 382 Marxist Theory Origins and evolution of Mantist theory and movements, emphasizing Marxism as developed in Russia and China. Considers the political, social, and economic dimensions, and changing role of Marxist doctrines in society. (Prereq.: POL 158 or consent of instructor) - Political Science 28 POL 383 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily but not exclusively at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses: POL 199 lnternship See description on page 87. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 88. POL 399 lnternship See description on page 87. POL 499 Independent StudyIResearch See description on page 88. P sychology is an exploration of behavior and mental processes. A s an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. Psychology's scientific method also equips students to understand and use scientific research and to make more informed judgments about claims in the popular media. To prepare students for graduate study and work in psychology, the major emphasues the complementary components of a strong foundation in research and theoretical work with application of knowledge and skills in coursework, research experience, and internships within the community. The cuniculum's emphasis on problem-solving skills and current information about human development and interaction is also relevant to careers in many related s e t t i n g s business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializatio=linical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychologyas well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences-within and outside the classroom, with group and individual projects, and through association with Augsburg's active Psychology Club, Psi Chi Honor Society, and facultystudent research teams. Psychology Faculty Nancy Steblay (Chair), Grace Dyrud, Emily Hause, Victoria Littlefield, Bridget Robinson-Riegler,Jennifer Wenner Major Ten courses including: PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 200 Psychological Science Laboratory PSY 230 Research Methods: Design, Procedure, and Analysis I PSY 330 Research Methods: Design, Procedure, and Analysis 11 PSY 399 Internship At least one course from the following: PSY 354 Cognitive Psychology PSY 355 Biopsychology PSY 359 Assessment At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contempora~yIssues At least three additional psychology courses. (Majors are strongly encouraged to take more than 10 psychology courses; no more than 13 count for graduation. ) Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 299,399, and 499 may be counted. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. WEC psychology courses are offered only on an alternating year basis. All psychology majors must have an adviser in the psychology department. - 30 Psychology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific course work to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Course work will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.0 in the major and 3.5 overall, and completion of a high-quality research project culminating the major program. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 102 or 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399, and 499 may be counted. PSY 102 The Individual in a Social World A scientific investigation of social issues, with analysis of both individual and group factors. Topics include media, prejudice, conformity, legal processes, and consumer issues. Research participation is required. (This course does substitute for PSY 105 as a prerequisite to upper division psychology courses.) PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 200 Psychological Science Laboratory An introduction to the science of psychology through problem-solving. The focus is application of psychological principles to real-world issues. Emphasis on data collection, summary, and communication. (Prereq.: PSY 102 or 105) PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 102 or 105) - Psychology 23 PSY 230 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. Scientificmethod as practiced in psychology. Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis, and APA-style presentation of research findings. PSY 230 must precede PSY 330. (Prereq.: PSY 200) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 200 or consent of insh-uctor) PSY 330 PSY 351 Research Methods: Design, Procedure, and Analysis II Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the term immediately following PSY 230. PSY 230 may be taken for one course credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher) Child Development Emphasis on normal development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 102 or 105) PSY 352 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105) PSY 353 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population-the elderly. (Prereq.: PSY 102 or 105) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 200) PSY 355 Biopsychology Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 200) PSY 356 Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 102 or 105) PSY 357 Behavior Analysis Principles of learningbehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 102 or PSY 105) - Psychology 32 PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 200) PSY 361 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 102 or 105) PSY 362 Abnormal Psychology An introduction to psychological disorders. (Prereq.: PSY 102 or 105) PSY 368 Behavioral Health Care I (Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.:Junior standing in PA Program or PSY 355 and instructor approval) PSY 369 Behavioral Health Care II (Physician Assistant Program requirement) Continuation of PSY 368. Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368) PSY 371 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 102 or 105) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 102 or 105) PSY 381 Historical Perspectives Focus on the people in psychology's history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 102 or 105) PSY 485 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: Three PSY courses and junior class standing) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 230 and consent of instructor) - Psychology 23: PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students' knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 330 or comparable course approved by instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230 and junior standing) Internships and Independent Study Courses. PSY 199 Internship See description on page 87. (Prereq.: PSY 102 or 105 and one other psychology course). PSY 299 Directed study See description on page 88. (Prereq.: PSY 102 or 105) PSY 399 lnternship See description on page 87. Participation in a concurrent seminar is required. (Prereq.: PSY 330) PSY 499 Independent StudyIResearch See description on page 88. (Prereq.: PSY 330) R eligion asks fundamental questions of life and meaning: Who are we as human beings? Where did we come from? Where did the world come from? What do good and evil mean in this time and place? Students will wrestle with these questions and with responses from the Christian traditions and from the perspectives of the other major world religions. Through this study of religion, students will learn to understand, appreciate, and articulate the Christian faith, as based in the Bible, as lived in the Christian fellowship, as embodied in the Christian Church and its history, and as interactive in the contemporary world and with other world religions. Students will also develop the ability to read and interpret the Bible, other religious texts, and various expressions and practices of faith, so that their meaning for human life in relation to God becomes evident. In addition students will develop skills for becoming leaders in the religious communities to which they belong and for living as responsible citizens with others whose religious views and practices differ from their own. A religion major encourages students to seek their future in the world andfor church through a sense of vocation, serving as pastors, associates in ministry, nurses, youth and family ministry lay professionals in congregations, and as social service and human resource professionals in a wide variety of settings. Religion Faculty Beverly Stratton (Chair), Janelle Bussert, Bradley Holt, Rolf Jacobson, Lynne Lorenzen, Philip Quanbeck 11, Mark Tranvik BACHELOR OF ARTS Religion Major Eight courses including: REL 111 Introduction to Theology REL 221 Biblical Studies REL 356 World Religions REL 481 Contemporary Theology REL 495 Seminar Three additional religion courses, of which two must be upper division courses. Note: Seminar, especially for majors, should be taken in the junior or senior year. Only one Interim course may be applied to the major. One New Testament Greek course may be applied to the major. Graduation with Distinction Graduation with Distinction requires application to the department chair in the junior year. Specific requirements are available from the chair. Departmental Honors GPA of 3.5 in the major and 3.0 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student's senior year. Minor Five religion courses. Not more than one Interim course may be counted for the minor. Note: Not all courses that meet Christian Faith Perspectives are REL courses and do not count toward tlie religion major or minor. - Religion 23: Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training, using resources of the Youth and Family Institute of Augsburg College. Students are accepted into the program through a twostep candidacy process. This major requires an approximately 100-hour internship administered by the Youth and Family Institute in partnership with a congregation. It may be possible for the intern to receive a stipend for this internship. The candidacy process begins with application, normally in the fall of the student's sophomore or junior year. Two of the theology core courses must be completed before making application to the program. An essay, one letter of reference, an assessment instrument called "Self Portrait," and an interview are required for candidacy review. The teaching staff will conduct step one. The second step will be conducted by the Youth and Family Institute staff with help from experienced pastors, a member of the religion faculty, and youth and family ministers. This usually follows the internship in the fall of the senior year. Retaking the "Self Portrait," an essay, an assessment of the internship, and an interview are required. This step is very important for recommending the students for employment. Youth and Family Ministry Major Ten religion courses including: Theology core: REL 111 Introduction to Theology REL 221 Biblical Studies REL 362 Theology of the Reformers REL 481 Contemporary Theology REL 495 Seminar Youth and family ministry core: REL 235 Basics in Youth and Family Ministry (Interim) REL 232 Peer Ministry: Principles and Leadership REL 358 Life and Work of the Church REL 399 Internship Theology elective: choose one of the following: REL 356 World Religions REL 353 Denominations and Religious Groups in America REL 343 Theology of Marriage and Family and four supporting courses: SOC 121 Introduction to Human Society SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology or PSY 102 The Individual in a Social World PSY 351 Child Development or PSY 352 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major may not also major or minor in religion. - !36 Religion 2217Or 331 is prereq~site to aU other courses. REL 111 or 221 is expected to be taken in either the freshman or sophomore year at Augsburg. Junior or senior transfer students who are required to take two Christian Faith Perspective courses may take REL 331 as the prerequisite for other courses. REL 111 Department approval is necessary before courses taken in other colleges can be accepted for religion department credit. All majors must have an adviser in the department. Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world that concerns Christian doctrine. REL 221 Biblical Studies The origin, literary character, and transmission of the biblical documents; the task of biblical interpretation; and the history of Israel and the emergence of the church. REL 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g., African backgrounds, religion under slavery, and evangelicalism. REL 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. REL 235 Basics in Youth and Family Ministry Development of youth and family ministry in the U.S. Conceptual models and basic skills for holistic approach to youth and family ministry in a congregation. REL 331 Foundations in Bible and Theology An advanced introduction to the biblical and theological foundations of the Christian faith, focusing on writing and advanced critical thinking skills. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 111 or REL 221. REL 343 Theology of Marriage and Family An examination of the nature of modem marriage and family relationships within the context of the faith and practice of the Christian church. - Religion 23: REL 353 Denominations and Religious Groups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers that may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 358 Life and Work of the Church Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work. REL 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society. REL 361 The Church in the First Four Centuries A study of the early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery religions. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) REL 374 Science and Religion A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences. - 138 Religion REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology. REL 420 The Russian Orthodox Church Theology and history will be studied primarily from the perspective of those Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia. REL 425 Christian Spiritual Practices A practical forum on "habits of the heart" that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terns of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. - Religion 23' REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 486 Psychology of Religion and Theology A study of current psychological views of religion in the context of the tradi- tional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. REL 490 Topics in Religion Individual study in selected religion courses not addressed in regular course offerings. REL 495 Seminar Selected topics. Required of majors in the junior or senior year; others by permission of instructor. Before taking the seminar, each major must have written one formal research paper and placed it on file with the department chair. (Fall) Internships and Independent Study Courses: REL 199 Internship See description on page 87. Limited to special cases. REL 299 Directed Study See description on page 88. REL 399 Internship See description on pages 87 and 235. REL 499 Independent StudyIResearch See description on page 88. See department listingfor a description of thefollowing approved elective: RELIPHI 350 Philosophy of Religion (See PHI 350) 40 RUSSIAN, CENTRAL, AND EAST EUROPEANSTUDIES (ACTC T his major, offered through the Associated colleges of the ~ w i Cities i (ACTC), seeks t i give the broadest possible exposure to the history, politics, economics, literature, and philosophy of Central and Eastern Europe and Russia. This interdisciplinary major offers an opportunity to become well acquainted with societies in socio-economical and political transition as well as the rich literary and cultural achievements of the area. Experience with the Russian language or, through the University of Minnesota one of the Eastern European languages, is required. Russian, Central, and East European studies is a sound liberal arts major offering considerable flexibility and career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science. Courses are offered at Augsburg College, Hamline University, Macalester College, the College of St. Catherine, and the University of St. Thomas, thus drawing on the faculty and resources of the five ACTC institutions. Adviser Magda Paleczny-Zapp PROGRAM) DEGREE AND MAJOR REQUIREMENTS Major Eleven courses, including language and area studies courses: A. Language Courses: Two years of basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or equivalent competencies. B. Area Studies Courses: Track 1: Concentration in humanities Five courses: Four courses from the list of approved courses in Track 1,plus one course from Track 2, as approved by adviser. Track 2: Concentration in social sciences Five courses: Four courses from the list of approved courses in Track 2, plus one course from Track 1,as approved by adviser. C. Two other courses selected from either Track 1 or Track 2. D. Students are strongly recommended to take a third year of Russian or any other East European language. A program of study abroad in Russia or one of the Central or East European countries during a semester, Interim, or during the summer is strongly encouraged. All options should be discussed with the student's adviser. I AUCSBURC TRACK 1 HUMANITIES CONCENTRATION HIS 348 Russia and Soviet Union in the 20th Century REL 420 The Russian Orthodox Church TRACK 2 SOCIAL SCIENCES CONCENTRATION REL 420 The Russian Orthodox Church ECO 317 Comparative Economic Systems EC0 495 Topics (Requires permission of adviser) POL 351 Topics in Communist/Post Communist Systems (Requires permission of adviser) POL 363 Russian and Chinese Foreign Policy Students may take other Eastern European language courses that are offered at the University of Minnesota through ACTC. See the adviser or contact the ACTC office for further information. Students may not receive credit for the same course taken on different campuses. The following courses are considered to be equivalent to one another: (Location:A = Augsburg; H = Hamline; M = Macalester; C = St. Catherine; T = St. Thomas.) HIS 60 M = HIS 337 H HlST 333 T = HIST 373 H = HIST 348 A = HIST 351 C ECO25M=ECO317A= ECO 349 T = ECO 349 C Faculty Advising Students should consult an adviser regularly in order to secure a coherent and effective program. Each ACTC institution has a faculty member on the Russian, Central, and East European Studies Committee. These advisers can help with selection of courses, recommendations for study abroad, and consideration of career options. See Nordic Area Studies under Interdisciplinary Studies. The current advisers are: Augsburg, Magda Paleczny-Zapp, (612) 330-1761; Hamline, Karen Vogel, (651) 641-2973 and Nick Hayes, (651) 641-2314; Macalester, Gary Krueger, (651) 696-6222; St. Catherine, Sr. Margery Smith, (651) 6906553; and St. Thomas, Sr. Mary Shambour, (651) 962-5164. s tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinator Christopher Kimball Social Studies Teaching Licensure Broad base requirements: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 220 America to 1815 or HIS 221 19th-Century United States or HIS 222 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 336 Introduction to Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields-economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor's degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. T h e social work major prepares graduates for entry-level generalist practice in the field of social work. The baccalaureate social work uroeram (B.S.W.) is accredited by the Council on Social Work Education and leads to a bachelor of science degree. Graduates are prepared to work with individuals, families, groups, and communities building on strengths, and to develop and analyze social policy. The mission of the department is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. . L, Augsburg's social work major provides a strong foundation for graduate studies in a variety of fields. Since 1991 Augsburg has offered a full-time Master of Social Work (M.S.W.) degree on a weekend schedule. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the Department of Social Work. The Twin Cities area provides both a variety of field placements for social work students and extraordinary community resources for the classroom. The ethnic and economic diversity in this metropolitan area enriches opportunities for social work students to learn to understand, appreciate, respect, and work with people different from themselves. The social welfare minor and electives in the department allow students from other majors to gain knowledge about human needs and growth, human services, global social welfare, and the methods of effective citizenship. Using this knowledge, students are encouraged to use their talents and skills to address the needs of society, always emphasizing social justice and the central importance of diversity in the social fabric of our world. Social Work Faculty Terry Cook (Co-Chair), Edward Skarnulis (Co-Chair), Anthony Bibus (BSW program director), Susan Bullerdick, Vem Bloom, Laura Boisen (MSW field coordinator), Lois Bosch (MSW program director), Francine Chakolis, Maria Dinis, Sumin Hsieh, Rosemary Link, Sharon Patten, Curt Paulsen, Phu Phan, Glenda Dewberry Rooney, Michael Schock (BSW field coordinator), Clarice Staff, Maryann Syers - 3ocial Work 44 Concentration Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 401 Research: Evaluation of Practice and Programs SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional and seven supporting courses: BIO 101 Human Biology PSY 105 Principles of Psychology soc 121 Introduction to Human Society SOC 231 Family Systems: A Cross-Cultural Perspective SOC 265 Culture: Ethnicity, Gender, and Race SWK 257 Exploring Human Services SWK 260 Humans Developing A minimum grade of 2.0 is required for each core course and a 2.0 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. Concentrations in aging, chemical dependency, crime and corrections, social ministries, and youth are possible. A concentration consists of elective courses in the area and a senior practicum in that special area. For social ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy Social work majors must be granted candidacy status before the beginning of the first practicum in the junior year. Certain 300- and 400-level courses list candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core and supporting program courses below the 400 level are necessary for candidacy. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 111: With Communities and Polices SOC 265 Culture: Ethnicity, Gender, and Race and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Public Administration - Social Work 24 Social Ministries This concentration helps to focus social workers on work in church congregations or church-sponsored social programs and projects. The concentration was designed by the Departments of Religion and Social Work. The concentration is achieved by completing the following course of study: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice 11: With Families and Groups SWK 317 Field Work 11: Integrative Seminar SWK 401 Research: Evaluation of Practice and Programs SWK 406 Social Work Practice 111: With Communities and Policies SWK 407 Field Work 111: Integrative Seminar SWK 417 Field Work IV Integrative Seminar SWK 419 The Social Worker as Professional Social Ministries Minor in Religion Required course--choose one: REL 111 Introduction to Theology or REL 221 Biblical Studies Suggested c o u r s e ~ h o o s four: e REL 231,263,342,343,353,360,363, 366,370,415,441, and 483. ELECTIVE COURSES ARE OPEN TO ALL STUDENTS. SWK 230 Global Peace and Social Development This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in addition to many other disciplines that are vital to fostering peace. SWK 257 Exploring Human Services This experiential learning course is designed to help students learn about themselves in relation to a possible major or future career in social work. Students must arrange to perform 60 hours of work in a human service agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups. SWK 260 Humans Developing This course provides an understanding of human growth through life and of the sociocultural, biological and psychological factors that influence the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus. SWK 301 History and the Analysis of Social Policy This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental responses to human needs and the contribution of social workers historically will be explored. (Prereq.: junior standing or consent of instructor) - 46 Social Work SWK 406 Social Work Practice Ill: With Communities and Policies This course focuses on social change through community organization and influencing policies. Students build an understanding of communities, human service agencies, and policy practice in the local community through a required service-learningproject. (Prereq.: senior standing or consent of instructor) COURSES RESERVED FOR SOCIAL WORK MAJORSONLY SWK 306 Social Work Practice I: With Individuals This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar in WEC and with SWK 301 in the day program, and junior standing) SWK 307 Field Work I: lntegrative Seminar* Beginning supervised professional practicum experience in a social work agency that focuses on interviewing experience and relationship building. A total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301, junior standing, concurrent with SWK 301 in day program and SWK 306 in WEC. P/N grading only) SWK 316 Social Work Practice II: With Families and Croups This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on generalist practice in group and family work. (Prereq.: SWK 306, SWK 307, and candidacy status) SWK 317 Field Work II: lntegrative Seminar* Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency A total of 120 hours, continuing SWK 307, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only) *Can be taken in coordination with cooperative education, which may provide paymentfor work infield sites. - Social Work 24 SWK 401 Research: Evaluation of Practice and Programs This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use of data-processing equipment for statistical analysis. (Prereq.: MPG 3) SWK 407 Field Work Ill: lntegrative Seminar* Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 41 7 Field Work IV: lntegrative Seminar* Continuation of SWK 407; a total of 120 hours plus integrative seminar. (Prereq.: Senior and candidacy status. P/N grading only) SWK 419 The Social Worker as Professional This course reviews professional ethical practice, bureaucratic survival, job attainment, and strategies for agency change and empowering clients. (Prereq.: Senior and candidacy status.) Internships and lndependent Study Courses: SWK 199 lnternship See description on page 87. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 88. SWK 399 lnternship See description on page 87. SWK 499 lndependent StudyIResearch See description on page 88. *Can be taken in coordination with cooperative education, which may provide payment for work infield sites. S ociology -. is the study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, Interim courses, and field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning. Internships and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. Sociology Faculty Diane Pike (Chair), Eric Buffalohead, Gany Hesser, Gordon Nelson, Michael O'Neal, Tim Pippert, James VelaMcConnell Major Ten courses including: SOC 121 Introduction to Human Society SOC 349 Complex Organizations SOC 362 Statistical Analysis SOC 363 Research Methods SOC 375 Social Psychology SOC 485 Modern Sociological Theory and four additional sociology courses. Note: SOC 399 is highly recommended. Majors must have a 2.0 or better in each required course to receive credit in the major. Concentration in Crime and Community Many of our students are interested in the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on understanding crime in the community with respect to prevention, and the solution of problems that lead to crime. Students interested in community crime prevention as well as the traditional aspects of criminal justice-ourts, prisons, probation, and law-will be served by this major. See department chair for specific 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 Department of Education to identify current Minnesota teacher licensure requirements. - Sociology 249 Concentration in Social Psychology Departmental Honors Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific course work to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Course work will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. To complete the honors major in sociology, the student must have a minimum GPA of 3.5 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair for specific requirements. An application for the honors major 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 expected to have at least a 2.0 GPA in courses counting toward the minor. SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 21 1 Community and the Modern Metropolis How is community possible in the face of multicultural, economic, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this possibility. (Fall, spring) SOC 231 Family Systems: A Cross-Cultural Perspective 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 the modem cultural and social patterns. -Sociology 250 SOC 241 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. SOC 265 Gender, Race, and Ethnicity Who gets what, when, and how? Individuals and groups from diverse backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 300, 301, 302, 303, 304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) SOC 349 Complex Organizations What is the nature of these modem organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: SOC 121 recommended. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.: MPG 3 . Fall) SOC 363 Research Methods Good research-do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does soceity construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) - - Sociology 251 SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to planning and shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 485 Modern Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) Internships and Independent Study Courses: SOC 199 lnternship See description on page 87. SOC 299 Directed Study See description on page 88. SOC 399 lnternship See description on page 87. SOC 498 lndependent Study-Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring) SOC 499 lndependent StudyIResearch See description on page 88. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modem Languages. SPEECH/COMMUNICATION AND THEATRE ARTS-spc, THR 0 ur quality - - of life, both personally and professionally, depends in large part upon the quality of our communication. A communication major at Augsburg is designed to enhance understanding of communication in a variety of contexts and to improve communication skills. Since communication careers demand a broad educational background, the department strongly encourages a second major or two minors in fields such as business, economics, English, history, international relations, political science, psychology, religion, social work, sociology, or theatre arts. The Augsburg communication major focuses on competency in both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in their programs. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Speech/Communication and Theatre Arts Faculty Martha Johnson (Chair), Julie Bolton, Michael Burden, Darcey Engen, Robert Groven, Daniel Hanson, David Lapakko, Deborah Redmond BACHELOR OF ARTS Communication Major 12 courses overall--seven required core courses and five courses within one of seven emphases. For transfer students, at least six of these 12 courses must be upper division courses offered at Augsburg. Required of all communication majors: SPC 111 Public Speaking or SPC 112 Contest Public Speaking SPC 188 Forensics Practicum (non-credit) SPC 321 Advanced Public Speaking or THR 350 Voice for Speech, Stage, and Screen or THR 360 Interpretive Reading SPC 35 1 Argumentation SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 355 Small Group Communication One of the following: ENG 223, 225, 226, 227. Rhetoric Emphasis (Day) Five additional electives from the following: SPC 329,343,345,347,399,495, 499; THR 350,360; LIN 311; PHI 120, 230; PSY 325,371; SOC 362,375. Organizational Communication Emphasis (Day) Five additional electives from the following: SPC 329,345,399,495,499; ART 132,225,330; SPC 345; BUS 340,355 or 450; CSC 160; INS 395; PSY 325,371, 373; SOC 265,349,375. Mass Communication Emphasis (Day) Five electives from the following: SPC 343,347,348,399,495,499; ART 132, 225,330; ENG 226,241,327,347; POL 342,375; THR 232,325,350,360; SPOTHR 333. Public Relations and Advertising Emphasis (WEC) Students interested in this emphasis are strongly urged to take ENG 227 Journalism as part of the major. Five electives from: ART 132, 224, 225; BUS 242,252,355; MIS 379; PSY 373; SOC 349; SPC 345,399,480; POL 342. Marketing Communications Emphasis (WEC) Five electives from: BUS 252, 352,355, 357,450; SPC 399,480; POL 342. Human Relations Emphasis (WEC) Five electives from: INS 395; PSY 373, 485; SOC 231,265,349,375; SPC 329, 345,399,480. Supervisory Management Emphasis (WEC) Five electives from: BUS 242, 340, 440; INS 395; MIS 175,379; PSY 373; SOC 349; SPC 345,399 For All Seven Emphases We encourage all majors to participate in Augsburg's interscholastic forensics program. Day students are required to attend at least two interscholastic speech tournaments. Registering for and completing SPC 188 (Forensics Practicum) is required to document participation. Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly. All day majors should plan to include at least one internship (SPC 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (SPC 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Communication Minor Six courses including: SPC 111 Public Speaking or SPC 112 Contest Public Speaking POL 342 Mass Communication in Society or SPC 343 Broadcast Production I SPC 351 Argumentation or SPC 352 Persuasion SPC 354 Interpersonal Communication SPC 345 Organizational Communication or SPC 355 Small Group Communication ENG 223,225,226 or 227 Film minor Six courses including: ENG 241 Introduction to Cinema Art SPCITHR Topics 295: 16mm Film SPCrrHR Topics 295: Contemporary Issues in Film SPC 343 Broadcast Production I THRISPC 333 Acting for Camera Plus one of the following: SPCrrHR Topics 295: Screenwriting THRJENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Prospective minors must obtain prior approval from a communication faculty adviser. Communication Arts/Literature Teacher Licensure Major This major is only for students who seek to be licensed in speech or communication arts. Students should consult directly with both the Augsburg speech/communication and education departments. The course requirements for the new licensure are listed under the Department of English, on p. 139. Note: For transfer students, at least three of these six courses must be upper division courses offered at Augsburg. SPC 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take either SPC 111 and 112 for credit, but not both. Fall, spring) SPC 112 Contest Public Speaking Theory and practice of speaking in formal contest situations. Students must attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to entertain, andlor communication analysis. (Note: Students may take either SPC 111 or 112 for credit, but not both.) SPC 188 Forensics Practicum A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, spring) SPC 321 Advanced Public Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging from impromptu speaking and persuasion to job i n t e ~ e w i n gand sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or 112) SPC 329 lntercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code syst e m . (Fall: alternate years) SPC 343 Broadcast Production I Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) SPC 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. (Fall: alternate years) SPC 347 Documentary Video A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. SPC 348 Broadcast Production I1 This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: SPC 343 or 347) SPC 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: SPC 111 or consent of instructor. Fall) SPC 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: SPC 111 or consent of instructor. Spring) SPC 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Fall, spring) SPC 355 Small Croup Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) SPC 410 The Self and the Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) SPC 480 Public Relations/PromotionaI Communication Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) SPC 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. SPC 199 - lnternship See description on page 87. SPC 299 Directed Study See description on page 88. SPC 399 lnternship See description on page 87. SPC 499 Independent Study/Research See description on page 88. See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 252 BUS 340 BUS 352 BUS 355 BUS 440 BUS 450 CSC 160 ENG 226 ENC 241 ENG 347 INS 395 MIS 379 PHI 120 POL 342 POL 375 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 375 THR 232 THR 325 THR 350 THR 360 I HEATRE ARTS-THR T he study of theatre is finnly grounded in the liberal arts, integrating kno&ledege and principles from many academic and artistic disciplines, including speechlcommunication, art, music, history, English, literature, business, philosophy, and religion. Both the cumculum and dramatic productions by the Theatre Arts Program offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modem, contemporary, and multicultural theatre. Augsburg's location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students,) and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour- nalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department strongly encourages a second major or minor in such fields as speech/communication, art, English, education, music, or religion. BACHELOR OF ARTS Theatre Arts Major Ten courses overall-eight required core courses and two courses chosen from THR electives. Eight core courses: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism I1 THR 366 Stage Direction I Two electives from: THR 116 Creative Drama THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting The following cross listed and capstone courses are encouraged, but not required: THRJMUS235 Introduction to Music Theatre Performance THRlENG 325 Playwriting THRISPC 333 Acting for the Camera THR 399 Internship THR 499 Independent Study Students may take a maximum of 13 credits in the major. - 158 Theatre Arts Ten experiential learning units in three or more of the following areas: performance (three required), artistic (one required), and production (four required). Unless you are a transfer student, all six core courses must be taken at Augsburg; therefore, careful, early planning is required. Freshmen planning to major in theatre arts should begin with courses THR 116, 222, 232; sophomores: THR 228, 245,361, 362; juniors: THR 325, 328, 350,360,361, 365; seniors THR 365, 366. Note: Several courses are offered alternate years only. Thirteen theatre courses are allowed toward graduation. A capstone course, such as an internship, is encouraged, but not required. THR 002, 003, 004, or 005 is recommended to fulfill lifetime sports requirements. Majors must participate in two out of three dramatic productions every year. Students must maintain an overall 2.0 GPA to have major participation in productions. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.5 GPA in the major and a 3.0 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Transfers: Transfer students are required to take a minimum of three Augsburg upper division theatre arts courses. Theatre Arts Minor Five courses including: THR 222 Introduction to Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 361 Theatre History Criticism I or THR 362 Theatre History Criticism I1 THR 366 Stage Direction I Five experiential learning units in the following areas: performance (two required), artistic (one required), and production (two required). Film Minor Six courses including: ENG 241 Introduction to Cinema Art SPC/THR Topics 295: 16mm Film SPC/THR Topics 295: Contemporary Issues in Film SPC 343 Broadcast Production I THRISPC 333 Acting for Camera Plus one of the following: SPCrrHR Topics 295: Screenwriting THRIENG 325 Playwriting THR 328 Stage Design SPC 347 Documentary Video SPC 348 Broadcast Production I1 THR 366 Stage Direction Theatre History and Criticism Dramaturgy Minor Five courses: THR 222 Introduction to Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism I1 A directed studies course in dramaturgy or theatre criticism or theatre history - Theatre Arts 25! Dance and Theatre Teacher Licensure Major The State of Minnesota has changed the licensing requirements for teachers who seek to be licensed in theatre. At publication of this catalog, the Theatre Arts Program is in the process of seeking approval of a dance and theatre teacher licensure major with a theatre specialization. Students should consult directly with both the Augsburg Theatre Arts Program and the education department. THRIHPE 002, 003 Lifetime Sports-Introduction to Dance (.O course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modem dance. THRIHPE 004, 005 Lifetime Sports-Modern (.O course) Dance and Improvisation Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THRlHPE 002, 00, or instructor's permission. NOTE: Students are allowed to use only one of THRIHPE 002, 003,004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama A study of theatrical movement, voice, mime, mask, acting with an emphasis on active participation and reflective writing. (Fall) THR 222 Introduction to Theatre An introduction to dramatic art including major historical periods, plays, artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall) THR 228 lntroduction to Stagecraft Introduction to the backstage world of the theatre; its organization, crafts, magic, and art. Technical production experience, practical projects and theatre tours. Open to all students. Lab required. (Fall) THR 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation, and exploration of the creative approach to scene and character study in American drama. Students attend and review live productions. (Spring) THR 245 lntroduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. (Fall: alternate years) - !60 Theatre Arts THR 325/ENC 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one literature course. ENG 226 also recommended. Fall: alternate years) THR 328 Theatrical Design Introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. Class will take theatre tours, have visiting designers, and practical involvement with the Augsburg spring production. (Lab required, materials needed. (Prereq.: THR 228 or permission of instructor. Spring) THR 333/SPC 333 Acting for Camera An exploration of acting principles and techniques as applied to video and film. Since the art of acting enhances skills for on-camera effectiveness, actual TV drama scripts, commercials, and others will be used for video performance; should be taken concurrently with SPC 343. THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall) THR 360 Interpretive Reading Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small and large groups. (Spring) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENG 111. Fall or spring: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Fall or spring: alternate years) THR 365 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism,Restoration comedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and THR 232. Fall or Spring) - Theatre Arts 26' THR 366 Stage Direction Basic directorial techniques: play analysis, production organization, technical collaboration, casting, rehearsals, blocking, and characterization. Direction of two pieces required, the latter for public recital. Permission from instructor required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring) THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 lnternship See description on page 87. THR 299 Directed Study See description on page 88. THR 399 lnternship See description on page 87. Independent StudyIResearch See description on page 88. See Metro-Urban Studies listing under Interdisciplinary Studies. T he Women's Studies Program provides students with the opportunity to examine critically women's contributions and experiences in various historical and cultural contexts. This is an inter-college Program with 'Ourse offerings at Augsburg College, Hamline University the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not On gender, but also that race, class, and sexual identity are crucia1 aspects of women's experiences. The Women's Studies Program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study Women's Studies Faculty Jacqueline deVries (Coordinator), Kristin M. Anderson, Grace B. Dyrud, Doug Green, Milda Hedblom, Lynne Lorenzen, Patty Murphy, Beverly J. Nilsson, Norma Noonan, Michael O'Neal, Timothy Pippert, Beverly J. Stratton, James Vela-McConnell Major Ten courses that must include WST 201 Foundations in Studies, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining seven electives are to be selected from approved studies courses, and should include at least two courses in the social sciences, two in the humanities, and one in cross-cultural studies. At least three tourses must be upper division courses. Students may take courses at any of the colleges participating in the Studies Program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women's studies major must also be completed at Augsburg. Each student's program must have the written approval of the women's studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg's Center for Global Education. Two programs have been prestudy credit: approved for Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Gender and the Environment: Latin American Perspectives (offered spring semester). Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the women's studies program coordinator. - Women's Studies 26: WST 201 Foundations in Women's Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women's perspectives. Students will also study the diversity of women's experiences in terms of race, sexual orientation, and class. INS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. WST 205 lntroduction to Cay and Lesbian Studies This course will introduce students to basic issues surrounding sexual orientation in contemporary U.S. culture, including sexual identity, life experiences of gayAesbianhisexuaVtransgender (glbt) persons, homophobia, and heterosexism. Students will visit Twin Cities agencies and participate in an immersion experience. (Lab fee: $50) WST 281 Topics in Women's Studies INS 311 The Development Process (See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) INS 320 American Indian Women (See American Indian Studies for course description.) WST 405 lntroduction to Cay and Lesbian Studies (See description for WST 205) WST 481 Topics in Women's Studies WST 495 Women's Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and minors who do not elect to do an independent study (499). It is offered at a different college each year. Internships and Independent Study Courses: WST 199 lnternship See description on page 87. WST 299 Directed Study See description on page 88. WST 399 lnternship See description on page 87 jd BOARD OF KECENTS Chair Kathryn H. Tunheim Secretary Ruth E. Johnson '74 Vice Chair Norman R. Hagfors Treasurer Glen E. Person '47 The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Rev. Gary E. Benson '70 (2002) Directing Pastor, Zumbro Lutheran Church, Rochester, Minn. *Jackie Cherryhomes '76 (2004) President, Minneapolis City Council, Minneapolis, Minn. Rev. Roger C. Eigenfeld (2000) Senior Pastor, St. Andrew's Lutheran Church, Mahtomedi, Minn. *Tracy Lynn Elftmann '81 (2002) Owner, Customized Employer Solutions, Edina, Minn. *H. Theodore Grindal'76 (2002) Attorneypartner, Lockridge Grindal Nauen 65 Holstein P.L.L.P., Minneapolis, Minn. Norman R. Hagfors (2001) President, Norsen, Inc., Minneapolis, Minn. *Dr. Ruth E. Johnson '74 (2000) Assistant Professor of Medicine, Mayo Clinic; Director, Mayo Breast Clinic, Rochester, Minn. Dean C. Koppemd (2004) Chief Executive Officer, Fortis Financial Group, Woodbury, Minn. David J. Larson (2002) Sr. Vice President, Secretary and General Counsel, Lutheran Brotherhood, Minneapolis, Minn. Gloria C. Lewis (2005) Director, Violence Prevention Programs, Chicago Department of Health, Chicago, Ill. Rev. Jose Antoinio Machado (2004) Pastor, Todos Los Santos Congregation, Minneapolis, Minn. James E. Haglund (2000) President/Owner, Central Container Corporation, Minneapolis, Minn. *Julie R. Nelson '83 (2002) Executive Director, The Dwight D. Opperman Foundation, Minneapolis, Minn. *Rev. Mark S. Hanson '68 ex officio(2002) Bishop, Saint Paul Area Synod ECLA, St. Paul, Minn. *Ronald G. Nelson '68 (2002) Vice President and Controller, 3M Company, St. Paul, Minn. Beverly Thompson Hatlen (2005) Board Chair, Minnesota Life College; President, Hatlen Foundation, Richfield, Minn. Rev. Glenn W. Nycklemoe ex officio (2002) Bishop, Southeastern Minnesota Synod ELCA, Rochester, Minn. Allen A. Housh (2001) Business Consultant and President, A.A. Housh and Associates, Edina, Minn. Ronald J. Peltier (2004) President and CEO, Edina Realty Home Services, Edina, Minn. - Board of Regents 26 *Glen E. Person '47 (2005) Retired Businessman, Eden Prairie, Minn. *P. Dawn Taylor '78 (2002) Des Moines, Iowa Wayne G. Popham (2000) Senior Attorney, Hinshaw & Culbertson, Minneapolis, Minn. Michael W. Thompson (2001) Realtor, Edina Realty Inc., Edina, Minn. Curtis A. Sampson (2001) President and CEO, Communications Systems, Hector, Minn. Glen J. Skovholt (2000) President, Skovholt.com Government and Community Affairs Consultants, St. Paul, Minn. Kathryn H. Tunheim (2004) President, Tunheim Santrizos Company, Minneapolis, Minn. *Joan L. Volz '68 (2000) Welch, Minn. May Ka-Yee Yue (2000) President and CEO, Sky BioHealth Solutions, Inc., Eden Prairie, Minn. *Jean M. Taylor '85 (2000) Vice President, Development, Taylor Corporation, Eagan, Minn. DIVISION FOR HIGHER EDUCATION AND SCHOOLS THEEVANGELICALLUTHERANCHURCH IN AMERICA (ELCA) Chair, Board of Directors The Rev. John G. Andreasen Vice-Chair, Board of Directors Donna Coursey Secretary, Board of Directors Dr. Dean Baldwin Executive Director Dr. W. Robert Sorensen Director for Administration and Planning Sue Rothmeyer Director for Colleges and Universities Dr. Arne Selbyg Asst. Director for Colleges and Universities Dr. Cheryl Chatman AND Beginning year of service offaculty is indicated with parenthesis. Officers of the College William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of Washington. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certified Public Accountant. Earl R. Alton (1960). Interim Vice President for Academic and Learning S e ~ c e and s Dean of the College. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Ida B. Simon (1998). Vice President for Advancement and Community Relations. B.A., Lincoln University; M.Ed., University of Illinois, Urbana; M.Div., Union Theological Seminary. Rick J. Smith (1998). Vice President for Admissions and Enrollment. B.A., St. Olaf College; M.P.A., Hamline University; M.B.A., University of Chicago. Administration Stuart M. Anderson (1989). Associate Dean for Library and Information Technology. Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Lany J. Crockett (1985). Interim Associate Dean of Faculty Affairs. Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Ann L. Gamey (1998). Associate Dean of Students. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College. Benjamin G. Kent (1996). Director, Academic Advising, Academic Advising Center. B.A., University of Wisconsin-Madison; M.S., University of Oregon. Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point; M.S., Ohio University. William M. Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College. Regina McGoff (1992). Interim Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Donna D. McLean (1985). Director, Alumni and Parent Relations. B.A., University of Minnesota. - Augsburg College Faculty 2C Marie 0. McNeff (1968). Academic Master Planner. Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska. Arthur H. Meadowcroft (1985). Director, Facilities Management Services. B.S., University of Minnesota. Thomas E Morgan (1983). Assistant to the President. Professor of Business Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Barbara E Nagle (1998). Director, Public Relations and Communication. B.S., Ohio University. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Julie A. Olson (1991). Director, Enrollment and Financial S e ~ c e Center. s B.A., Augsburg College. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University John S. Schrnit (1990). Associate Professor of English. Weekend College Director. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee. Lora F! Steil (1994). Director, Human Resources. B.A., University of St. Thomas. Richard J. Thoni (1972). Assistant to the President. B.A., St. Olaf College; Ph.D., University of Minnesota. Donald M. Warren (1978). Director, Academic Enrichment. B.A., M.A., University of Minnesota. David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts. B.S., University of Wisconsin-Madison. Virginia I! Allery (1993). Associate Professor of Education. Director of American Indian Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., University of Minnesota. Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball Coach. B.A., Augsburg College; M.S., North Dakota State University. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Sheldon M. Anderson (1988). Visiting Associate Professor of History. B.A., Augsburg College; M.A., College of St. Thomas; Ph.D., University of Minnesota. Tmdi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College; M.M., Northwestern University - 70 Augsburg College Faculty Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminary; Ph.D., University of Minnesota. B Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D., University of Minnesota. Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of Michigan. Mary Ann Bayless (1990). On Leave. Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota. Aroti G. Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles School of Physical Therapy; Ph.D., University of Minnesota. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State University. Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of Minnesota. Bradley G. Board (1999). Instructor, part-time, Education. B.A., Augsburg College; M.Ed., University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.EA., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.EA., University of Minnesota. Julie H. Bolton (1975). Professor of Speech/Communication, and Theatre Arts. B.S., M.EA., University of Minnesota. Lois A. Bosch (1997). Director, Master of Social Work Program. Assistant Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies. A.N., College of St. Catherine; B.H.S., Wichita State University; M.l?A.S., University of Nebraska. Nora M. Braun (1997). Assistant Professor of Business Administration1Accounting/ MIS. B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota. Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. - Augsburg College Faculty 27 Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed., Boston College. Eric L. Buffalohead (1997). Assistant Professor of Sociology/American Indian Studies. B.A., M.A., University of Minnesota. Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S., University of Wisconsin-Madison. Susan K. Bullerdick (1999). Assistant Professor of Social Work. B.A., M.S.W., Michigan State University; Ph.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre Arts (Designer and Technical Director). B.A., Augsburg College; MIA., University of Minnesota. Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University. C William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Margaret M. Cemto (1991). Instructor, part-time, Business Administration/Accounting/MIS.B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., S.U.N.Y.-Albany; M.S., University of Illinois at Urbana; Ph.D., University of Minnesota. Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A., Harnline University. Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of Wisconsin-Stout; MIA., Minneapolis College of Art and Design. C. Lee Clarke (2000). Assistant Professor of Business Administration/Accounting/MIS. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A., Ph.D., University of Minnesota. Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University; M.S.W., University of Minnesota. Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University Robert J. Cowgill (1991). Instructor, part-time, English and SpeecWCommunication and Theatre Arts. B.A., M.A., Ph.D., University of Minnesota. ' 2 Augsburg College Faculty - D Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St. Catherine; M.EA., Vermont College; Ph.D., The Union Institute. Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio State University; PA., Bowman Gray School of Medicine. Mary K. Devitt (1999). Instructor, part-time, Psychology. B.S., M.A., Ph.D., University of North Dakota. Jacqueline R. devries (1994). Assistant Professor of History. Director of Women's Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State University; Ph.D., University of California-Berkeley Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A., Saint Mary's University. Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College. Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Sally Gibson Dorer (1998). Studio ArtistICello, part-time, Music. B.M., New England Conservatory of Music. Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State University; M.A., University of Iowa. Anthony J. Dunlop (1998). Assistant Professor of Mathematics. B.A., Bard College. Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Nancy Edwards (1997). Instructor, part-time, Sociology. B.A., Indiana University; M.A., University of Minnesota. Ruth C . Enestvedt (1999). Instructor, part-time, Nursing. B.S.N., St. Olaf College; M.S., Ph.D., University of Minnesota Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey Engen (1997). Assistant Professor of Speech/Communication and Theatre Arts. B.A., Augsburg College; M.EA., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University - Augsburg College Faculty 27: Lynn M. Erickson (1991). Studio ArtistTTrumpet, part-time, Music. B.A., Bethel College; M.EA., D.M.A., University of Minnesota. Mindy S. Eschedor (1999). Studio Artisth'iano, part-time, Music. B.EA., B.A., Central Michigan University; M.M., University of Minnesota. Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.S., M.A., Mankato State University. F Heidi M.' Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of Montana. Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Momingside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Mathew R. Foss (1988). Instructor, part-time, Mathematics. B.S., M.A., Northeast Missouri State University. Karen B. Franzmeier (1993). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.A., University of Minnesota. Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas College. Philip A. Fried (1999). Instructor, part-time, Music. B.M., M.A., Queens College; Ph.D., University of Chicago. Mark L. Fuehrer (1969). Professor of Philosophy B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. C Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Anne C. Garcia-Romero (1999). Instructor, part-time, Speech, Communication and Theatre Arts. A.B., Occidental College; M.EA., Yale University. Meny Beth Gay (1998). Assistant Professor, part-time, Nursing. A.L.A., Bethel College; A.N., Anoka Ramsey Community College; B.S., Metropolitan State University; M.S., University of Colorado. Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio ArtistfClarinet, part-time, Music. B.A., St. Olaf College; M.M., Northwestern University. 114 Augsburg college Faculty 7 Linda J. Gesling (1999). Instructor, part-time, Religion. B.A., Augustana College; M.Div., Ph.D., Northwestern University - Garrett-Evangelical Theological Seminary. Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., St. Olaf College; J.D., William Mitchell College of Law. Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University, Jerusalem; M.S.W., Yeshiva University. J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies. B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate School. Walter L. Goodwin (2000). Instructor, part-time, Education. B.S., Morgan State University; M.A., Kean College; Ph.D., University of Minnesota. Mark A. Granquist (1988, 1999). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., Yale University; Ph.D., University of Chicago. Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University; M.A., University of St. Thomas. Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D., Brown University. William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at the University of Minnesota. Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota. Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D., Haward University. Robert C. Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; MIA., University of Minnesota. Satya F! Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. - Augsburg College Faculty 27 H Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/ AccountinghlIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University, Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas. Lori Brandt Hale (1998). Instructor, part-time, Religion. B.A., University of Iowa; M.A., University of Chicago. Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University. Daniel S. Hanson (1988). Instructor of Speech/Communication and Theatre Arts. B.A., Augsburg College; M.A., University of Minnesota. John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts. B.A., University of Wisconsin-Eau Claire. M. Anaam Hashrni (1990). Instructor, part-time, Business Administration1Accounting/ MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, M.B.A, Ball State University; D.B.A., Kent State University. Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., Northern Illinois University. Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University. Warren E. Hawkins (1999). Instructor, part-time, Computer Science. Two B.A. degrees, Augsburg College; M.B.A., University of St. Thomas. Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S., M.Ed., University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Rebecca E. Hegstad (1998). Instructor, part-time, Modem Languages. B.A., Luther College; M.A., University of Wisconsin. Mark D. Henderson (1999). Instructor, part-time, Music. B.A., North Texas State University; M.M., University of Minnesota. Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Harlan A. Hewitt (1998). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State University; M.A., University of Illinois; D.A., Idaho State University. Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; MIA., University of Iowa. 76 Augsburg College Faculty Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University James M. Honsvall (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.S., Bemidji State University; M.B.T., University of Minnesota. Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/ Accounting /MIS. B.A., M.B.E., University of Minnesota. Sumin Hsieh (1999). Assistant Professor Social Work. B.A., M.A., Tunghai University, Taiwan; Ph.D., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M., Indiana University. Steven C . Huchendorf (1999). Assistant Professor, part-time, Economics. B.A., St. Cloud State University; M.S., D.A., Illinois State University. Debra K. Huntley (1998). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A., Ph.D., University of Houston. I Louis J. Iacovo, Jr. (1999). Instructor, part-time, Business Administration/Accounting/MIS. B.S., University of Notre Dame; M.S., University of Wisconsin; M.A., New York University; M.B.A., Harvard Business School. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Marc D. Isaacson(l998). Instructor, part-time, Business Administration/Accounting/MIS. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. J Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A.Ed., Hamline University. Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas; M.Div., Luther Seminary. William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Anne M. Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of Minnesota. Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S., University of Wisconsin-Eau Claire; M.S., Mankato State University. Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. David R. Jones (1995). Instructor, part-time, Business Administration /Accounting /MIS. B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas. Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College; M.A., Middlebury College. - Augsburg College Faculty 27: K Arnin E. Kader (1974). Associate Professor of Business Administration/ Accounting1MIS. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Gerald T. Kaminski (1994). Instructor, part-time, Business Administration/Accounting/MIS.B.S., M.S., Case Western Reserve; M.B.A., College of St. Thomas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State University. Jane A. Kammerman (1986). Instructor, part-time, Business Administration/ Accounting /MIS. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Manuel E. Kaplan (1995). Consulting Memcal Director, Professor of Physician Assistant Studies. B.S., University of Arizona; M.D., Harvard Medical School. Ashok K. Kapoor (1998). Assistant Professor of Business Administration/Accounting/MIS. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. Dino G. Kasdagly (1999). Instructor, part-time, Business Administration/Accounting/MIS. A.S., Nonvalk State Technical College; B.S., M.S., University of Louisville; M.B.A., University of Minnesota. Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College. W. James Kattke (1999). Assistant Professor of Business Adminismation/Accounting/MIS. B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic Institute. Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University of Maryland; J.D., University of Minnesota. Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School of Medicine. Hazel K. (Kathy) Kienzle (1999). Studio Artistmarp, part-time, Music. B.M., The Juilliard School; M.M., University of Arizona. Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University; M.A., Ph.D., University of Chicago. Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College; M.A., Middlebury College. Elizabeth P: Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies. B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International Studies. Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. - !78 Augsburg College Faculty Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Xavier J. Knight (1998). Instructor, part-time, Computer Science. B.A., Metropolitan State University; M.A., M.S., St. Mary's University of Minnesota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Ruth A. Krueger (2000). Instructor, part-time, Social Work. B.S., M.A., University of Minnesota; D.P.A., University of Southern California. Thomas L. Kuhlrnan (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration /Accounting /MIS. B.A., M.B.T., M.B.A., University of Minnesota. Jane M. Kuhn (1998). Instructor, part-time, Business Administration/Accounting/MIS.B.S., M.S., North Dakota State University; M.B.A., Moorhead State University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Roger A. Larson (1999). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., St. Cloud State University. Caroline M. Lemen (1991). Studio Artistfirench Horn, part-time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University Kathleen J. Lenzmeier (1999). Assistant Professor of Education. B.A., Kearney State College; M.A., Mankato State University. Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; MS., University of Minnesota; Ph.D., University of Utah. Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn Lindow (1985). Assistant Professor of Education. B.S., Mankato State University; M.S., North Dakota State University. Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University. Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS. B.A., M.B.A., Ph.D., University of Minnesota. J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The Claremont Graduate School. - Augsburg College Faculty 275 Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., PA. Certification, University of Colorado Health Science Center. Steven F! Lund 1982). Studio ArtisttTrombone, part-time, Music. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. M Margaret H. Madson (1999). Instructor, part-time, Honors Program. B.A., St. Olaf College; M.Div., Th.D., Luther Seminary. Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. Esther G . McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of California-Berkeley Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota. Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood College; M.A., Tulane University. Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., Augsburg College; M.B.A., Northern Arizona University. Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social Academy, Groningen, Netherlands; M.S.W., University of Minnesota. Kinney G. Misterek (1989). Instructor, part-time, Business Administration/ Accounting /MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. Idella S. Moberg (1997). Instructor, part-time, Religion. B.S., Concordia College-St. Paul; M.S., St. John's University. William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary; Ph.D., University of Colorado. Thomas E Morgan (1983). Assistant to the President. Professor of Business Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. Patricia A. Murphy (1991). Assistant Professor of Health and Physical Education. B.S., M.S., Mankato State University. Augsburg College Faculty N Susan K. Nash (1998). Assistant Professor, part-time, Nursing. B.S.N., M.S.N., University of Minnesota. Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A., University of Minnesota. Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Capper E. Nichols (1999). Instructor, part-time, English. B.A., M.A., San Diego State University; Ph.D., University of Minnesota. Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High School (music concentration); private study. Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota. Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. 0 Celeste M. O'Brien (1975). Studio ArtistPiano, part-time, Music. B.A., Hamline University. Robert L. O'Connor (1999). Instructor, part-time, Social Work. B.S., St. John's University; M.S.W., Augsburg College. Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Wayne L. Olhoft (1993). Instructor, part-time, Business Administration /Accounting /MIS. B.A., Metropolitan State University, St. Paul, MN; M.B.A., University of Minnesota. Sandra L. Olrnsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Stephen T. Olsen (1992). Instructor, part-time, Speech, Communication, and Theatre Arts. B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University. Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A., Augsburg College. Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of Wisconsin-Eau Claire; M.M., Eastrnan School of Music. P Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration/Accounting/MIS.B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. - Augsburg College Faculty 28 Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Catherine L. Paulsen (1989). Instructor, part-time, Master of Arts in Leadership. B.A., St. Olaf College; M.A., Lone Mountain College (of University of San Francisco). Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M., University of Cincinnati. William A. Perkins (1995). Instructor, part-time, Business Administration /Accounting/MIS. B.S., University of Detroit. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; MS., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Phu Tai Phan (1998). Instructor of Social Work. B.A., M.S.W., University of Minnesota. Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Q Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Seminary. R Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Karl l? Raschke (1999). Instructor, part-time, Art. B.A., MIA., University of Minnesota. 0.Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond(l981). Assistant Professor of Speech, Communication, and Theatre Arts. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College. 82 Augsburg College Faculty Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of Wisconsin-Lacrosse; M.S., Winona State University. Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of Minnesota; M.A., Ph.D., University of California-Berkeley Nan T. Reese Rivers (2000). Instructor, part-time, Psychology. B.A., Augsburg College; PsyD., Minnesota School of Professional Psychology. Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A., University of St. Thomas. M. Bridget Robinson-Riegler (1994). Assistant Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Moira W. Runganadhan (2000). Instructor, part-time, Education. B.T., B.S., University of Madras; M.Ed., University of Minnesota; Ed.D., University of St. Thomas. S Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. Bruce D. Schleuter (1999). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State University John S. Schmit (1990). Associate Professor of English. Weekend College Director. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Edward J. Schoenfeld (1999). Instructor, part-time, History. B.A., Marquette University; M.A., University of Wisconsin-Milwaukee. Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and Theatre Arts. B.A., M.A., M I A , University of Minnesota. David G. Schwain (1995). Instructor, part-time, Business Administration /Accounting /MIS. B.B.A., University of Cincinnati; M.B.A., Harvard University Kathryn A. Schwalbe (1991). Associate Professor of Business Administration /Accounting /MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Christopher L. Schwartz (1999). Assistant Professor of Mathematics. B.S., M.S., Oregon State University; Ph.D., University of Minnesota. Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas. Gregg S. Shadduck (1998). Instructor, part-time, Computer Science. B.A., University of Minnesota. - Augsburg College Faculty 28' Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's College; Ph.D., University of Minnesota. Peter S. Shea (2000). Instructor, part-time, Philosophy B.A., Macalester College. Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W, Ph.D., University of Nebraska. David M. Smith (1999). Instructor, part-time, Business Administration/Accounting/MIS. B.S.B., University of Minnesota; M.B.A., University of Wisconsin-Madison. Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State University. Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College; M.S.W, University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota.. Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S., D.S.W, Columbia University John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John I? Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Linda Lee Stevens (1999). Instructor, part-time, Education. B.A., University of Northern Colorado; MS., Mankato State University. Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting /MIS. B.S., M.S., Long Island University. Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University; M.A., Th.D., Luther Seminaly. Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana College; two M.S. degrees, Ph.D., University of Minnesota. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. - :84 Augsburg College Faculty T Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A., Ph.D., University of Minnesota. Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota; M.M., The Juilliard School. Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. U-v Joseph B. Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. James A. Vela-McComell (1997). Assistant Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of California-Irvine;M.A., Ph.D., University of Minnesota. W Donald M. Warren (1978). Instructor, part-time, Introduction to Liberal Arts. Director of Academic Enrichment. B.A., M.A., University of Minnesota. David B. Washington (1997). Instructor, part-time, Business Administration /Accounting /MIS. B.A., B.L., J.D., University of Pittsburgh. Charee M. Watters (1990). Instructor, part-time, Business Administration /Accounting /MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., College of St. Thomas. Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of Nebraska; M.P.H., Ph.D., University of Minnesota. Patricia F. Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina. Jennifer A. Wenner (1999). Assistant Professor of Psychology. B.A., University of St. Thomas; Ph.D., University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of Minnesota. Mary Louise Williams (1984). Assistant Professor of Social Work. B.EA., M.S.W., University of Pennsylvania. Michael S. Wilson (1996). Instructor, part-time, Business Administration /Accounting /MIS. B.A., University of St. Thomas; M.B.A., University of Minnesota. Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University; M.S., Winona State University; Ph.D., University of Minnesota. - Augsburg College Faculty 281 J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., M.S., University of Muenster; Ph.D., University of Cologne and KFA-Julich, Germany. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St. Olaf College. Robert D. Wykstra (1989). Instructor, part-time, Business Administration /Accounting /MIS. B.A., Calvin College; M.B.A., Western Michigan University. X-Y-z - kACULTY z86 Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Dr. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia, University of Latvia. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Carl H. Chrislock. Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., MS., University of Minnesota. Jeny Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of Brooklyn; Ph.D., New York University Katherine Hennig. Artist-in-ResidenceEmerita of Music. M.A., University of Minnesota. - Faculty Emeriti 287 Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A. University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. James D. Johnson. Professor Emeritus of Music. M.S., The Juilliard School; Ph.D., University of Minnesota. Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College-Moorhead;M.EA., University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Butler Place -Interstate 94 West Interstate 94 East College Map Information 1. Admissions Weekday Program 2. Air Structure Entrance (November through March) 3. Anderson-Nelson Athletic Field and Seasonal Air Structure 4. Christensen Center (Information Desk) 5. East Hall 6. Faculty Guest House 7. Foss, Lobeck, Miles Center for Worship, Drama and Comunication (Tjornhom-Nelson Theatre, Hoversten Chapel) 8. George Sverdrup Hall 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Jeroy C. Carlson Alumni Center 12. Lindell Library 13. Maintenance and Grounds Shop 14. Mortensen Hall 15. Murphy Place 16. Murphy Square 17. Music Hall 18. New Residence Hall -3 k~isabilivX = \ = 19. Old Maln 20 Oscar Anderson Hall 21. Public & Communications 22. Quad 23. Science Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Si Melby Hall 27. Sverdrup-Oftedal Memorial Hall 28. Urness Hall Parking Lots A. Adm~ssionslFacultylStafiParking B. FacultylStafflCommuteriResident Parking C. FacultylStaff Parking D. FacultylStafflCommuter Parking E. Commuter Parklng F. Resident Parking G. Visitor Parking H. Fairview-University Parking Ramp(pay parking available)' - CAMPUS LOCATION 5 5 $ 4 MINNEAPOLIS 9. 0 - ?- ST. PAUL b DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the NorthTake Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at Zlst Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. Pay parking is available at the FairviewUniversity Medical Center across Riverside Avenue. For major events on campus during evenings and weekends, parking is also available in the facultylstaff and commuter lots. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at Zlst Avenue South. 1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. I-35W from the SouthFollow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 2lst Avenue South. 92 INDEX A About Augsburg 10, 18 Academic Advising Center 54 Academic Calendar 4-7, 52 Academic Divisions 55 Academic Information 51 Academic lnternships 63 Academic Policies and Procedures 66 Academic Progress, Probation and Dismissal 82 Academic and Learning Services 44 Academic Skills Center 44 Accessibility 18 Accounting 100, 106-108 Accreditation and Memberships 11, 17, 18 Activities 42 Admissions 14, 20-24 Administrative Officers of the College 268 Advanced Placement Program Test (AP) 80 Advanced Transfer Students 73 African American Student Services (see Pan-Afrikan Student Services) 46 Air Structure 43 Alumni Center 14 American Indian Studies 157-158 American Indian Student Services 45 American Sign Language 181 AmeriCorp Scholarship 32 Anderson Hall 14, 49 Anderson-Nelson Athletic Field 14 Anishinabe Library Project 46 Application Procedures 20, 31 Art 89-93 Art History 89-90, 92 Asian American Student Services (see Pan Asian Student Services) 46 Asian Studies (see East Asian Studies) 122-123 Assessment of Previous Learning (APL) Program 79 Associated Colleges of the Twin Cities (ACTC) 59 Associated Support Organizations 16 Athletic Affiliation 18 Athletic Training Internship 147 Athletics 43 Audit Fee 26 Auditing Courses 79 Augsburg Echo 43 Augsburg Seminar 54, 72, 94 Augsburgian, The 43 B Biology 95-99 Board of Regents 266-267 Books and Supplies 27 Business Administration 100-105 Business Administration and Economics Major 102, 125 C Calendar 4-7, 52 Campus Location 13, 18, 289-290 Campus Map 289-290 Campus Ministry 42 Campus Tours 20 Canadian Program 66 Career Services 65 Carlson (Jeroy C. Carlson) Alumni Center 14 Center for Global Education 15, 61, 165-166 Center for Global Education Courses 61-62, 167-171 Center for Learning and Adaptive Student Services (CLASS) 44 Center for Service, Work, and Learning 63 Chemistry 112-1 16 Chinese 181 Chapel 14,42 Choir 43, 194, 201 Christensen Center 14 Class Confirmation 70 Class Schedule 86 Classification (Class Year) 79 Coaching Endorsement 147 College Costs 2000-01 26 College Level Examination Program (CLEP) 80 College of the Third Age 66 Commencement 83 Commons 49 Communication 252-256 Communication ArtsILiterature Teaching Maior 139 comr;lunitY and Public Service Scholarships 33 Community lnternships in Latin America 62, 172 Community Service-Learning 64 Computational Economics 118 Computational Philosophy 118, 209 Computer Resources 53 Computer Science 11 7-121 Concert Band 43, 194, 201 Continuing Education Program 66 Cooperative Education 64 Costs 26 Counseling 47 Counseling and Health Promotion 47 Course Descriptions 85-264 Credits 86 Crime and Community Concentration (Sociology) 248 Index 293 D Dean's List 82 Degrees Offered 18, 52 Departmental Comprehensive Exams 80 Departments and Programs 85-264 Deposits 27, 46 Development 8 Directory 8 Disabled Student Program 44 Dismissal 82 Discrimination Complaints 50 Divisions and Departments 55 Dormitories 14, 27, 48 Dual Degree Programs 57, 136-137 E Early Admission of Freshmen 21 East Asian Studies 122-123 East European Studies 240-241 East Hall 14 Echo 43 Economics 124-128 Economics/Business Admin. Major 125, 102 Economics/Political Science Teaching Major 224, 125 Education 129-135 Education for Service 11 Elementary Education 130-131, 133 Employment 35 Engineering 136-137 English 138-144 English as a Second Language (ESL) Program 81 English Placement Test 140 Enrollment 18 Enrollment and Financial Services Center 67 Enrollment Deposit 27 Ensembles 194, 201 Entry-level Skills 72 Ethnic Studies 158 Evaluation and Grading 77 Evangelical Lutheran Church in America (ELCA) 18, 267 Experiential Education Programs 63-64 Explanation of Grades 77 F Facilities and Housing 14, 48 Facts and Figures 18 Faculty 18, 53, 269-285 Faculty Emeriti 286-287 FAFSA (Free Application for Federal Student Aid 31 Family Educational Rights and Privacy Act (FERPA) 50, 83-84 Federal Work Study Program 35 Fees 26-27 Film Minor 258 Finance Specialization (Business Administration) 102 Financial Aid 18, 30-36 Financial Policies 28-30 Fine Arts 43 Fitness Center 47 Food Service 49 Foreign Languages 77, 180-187 Former Students 23, 70 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 14 Four-Year Assurance Program 83 French 180-183 Freshmen 20, 21 C Gage Family Endowment 45 General Education Curriculum 71-77 General Education Requirements 68-69, 7177 General Studies 145 German 180, 183-184 Gift Assistance 33-34 Global Education Center 15, 61, 165-166 Global Education Program Courses 61-62, 167-171 Grade Point Average 72, 79 Grading 77-79 Graduate Programs Office 67 Graduate Programs 65 Graduation Level Skills 73 Graduation Requirements 68-69, 71-77 Graduation With Distinction 83 Grants 34 Green (Richard R.) Institute for Teaching and Learning 16 Gymnasium (Melby Hall) 15 H Health and Physical Education 146-150 Health Education 146, 148 Health Promotion 47 Health Service 47 HECUA Courses 62-63, 171-1 73 Higher Education Consortium for Urban Affairs (HECUA) 60, 62, 166 HispanicILatino Student Services Program 46 History 151-155 History of Augsburg College 10 Honor Scholarship 32 Honors Program 59, 156 Housing 14, 27, 48 Hoversten Peace Scholarships 33 294 Index I Ice Arena 15 Incomplete Grade 78 Independent Studies 87 lnformation Technology Resources 53 Inter-Institutional Programs 59-60 Inter-Race 16 Intercollegiate Athletics 43 Interdisciplinary Studies 157-163 lnterim 52 lnterim Abroad 63 lnterim Office 67 lnternational Baccalaureate Program (IB) 79 lnternational Business Minor 103 lnternational Business Specialization (Business Administration) 102 lnternational Partners 166 lnternational Relations 164-165 lnternational Student Advising 48 lnternational Student Services 24 lnternational Students 24, 48 lnternational Studies 165-173 Internships 63-64, 87 Intertribal Student Union 45 Intramural Athletics 43 J Japanese 180, 185 K Marketing Specialization (Business Administration) 102 Master's Degrees 50, 65 Math Placement Group (MPG) 73, 175 Mathematics 174-179 Medical Refund 30 Melby Hall 15 Memberships 17, 18 Memorial Hall 15 Metro-Urban Studies 159-160 Middle East Studies Minor 161 Minnesota Indian Teacher Training Partnership (MNITTP) 45 Minnesota Minority Education Partnership (MMEP) 16 Minnesota Work Study Program 35 Minors 56-57, 85-264 MIS Courses 109-111 Mission Statement 10 Modern Languages 180-187 Mortensen Hall 15, 49 Murphy Place 15 Murphy's 49 Music 188-202 Music Education Major 191, 194 Music Ensembles 193, 201 Music Hall 15 Music Performance Major 189, 192 Music Repertoire Tests 195 Music Therapy Major 189, 192, 199-200 KCMR Radio 43 L Language Courses 180-187 Leadership Scholarships 33 Learning Disabilities Program 44-45 Learning Laboratory 44 Leave of Absence 70 Legacy Scholarship 32 Liberal Arts Perspectives 68-69, 74-77 Library and lnformation Technology Center 15, 18, 53, 59 Licensure (Teaching) 57 Lifetime Sports 74 Lindell Library 15, 18 Loan Assistance 34-35 Location 13, 18, 289-290 Lutheran Leader Scholarships 33 M Majors and Minors 55-57, 85-264 Management lnformation Systems 109-111 Management Specialization (Business Administration) 102 Maps 289,290 N NASA Scholarship 33 Natural Science 203-204 New Hall 15, 49 No-Credit Grades 77 Nordic Area Studies 162-163 Norwegian 180, 185-186 Notification of Admissions Decision 21, 22 Number Grades 78 Numbering of Courses 86 Nursing 205-208 0 Off-Campus Programs 18 Officers of the College 268 Ojibwe 180, 186 Old Main 15 Orchestra 43, 194, 201 Orientation (AUG) 54, 72, 94 Index 29: p, Q Paired Resources in Ministry and Education (PRIME) Awards 32 Pan-Afrikan Student Services 46 Pan Asian Student Services 46 Part-Time Students 26-27 Pass/No Credit 77-78 Pastor 42 Payments 28 Performance Studies 194, 202 Performing Arts Scholarships 33 Perspective Requirements 68, 74-77 Philosophy 209-212 Phi Theta Kappa Scholarships 32 Physical Disabilities Program 44 Physical Education 149-150 Physical Science Teaching Licensure 113 Physician Assistant Program 67, 21 3-21 7 Physics 218-222 Piano Proficiency Test 195 Policies 16, 18, 49, 82 Political Science 223-228 Political Science/Economics teaching major 224, 125 Portfolio Assessment Program 80-81 Pre-Professional Programs 58 Pre-Registration 67 Prerequisites 86 President's Greeting 2 President's Scholarships 32 PRIME Scholarship 32 Probation 82 Psychology 229-233 Public Relations and Communication 15 R Refunds 28-30 Regents 266-267 Regents' Scholarships 32 Registration 66, 67 Religion 234-239 Religious Affiliation 18 Residence Life Program (see also Housing) 48-49 Residence Requirements 72 Room and Board 26 Rochester Program 65 ROTC 60 Russian, Central, and East European Studies 240-241 5 Scandinavian Studies 162-163 Scandinavian Urban Studies 62, 171 Scholarships 32-33, 36-40 School Year 4-7, 18 Science Hall 15 Science Scholarship 32 Secondary Education 131-1 32, 134-135 Service-Learning 64 Sigma Pi Sigma 220 Skills Requirements 72-74 Social, Cultural, Recreational Activities 43 Social Psychology Concentration 230, 249 Social Studies 242 Social Welfare Minor 244 Social Work 243-247 Society of Physics Students 220 Sociology 248-251 Space Physics 21 9 Spanish 186-187 Special Education 135 Special Interest Housing 49 Special Students (Non-Degree) 23 Speech/Communication and Theatre Arts 252-261 Sponsored Scholarships 36-40 sports 43 StepUP Program 45 Student Activities 42 Student Affairs (see Academic and Learning Services) 44 Student Educational Loan Fund (SELF) 35 Student/Faculty Ratio 18 Student Government 42 Student Life 41-50 Student Newspaper 43 Student Project for Amity Among Nations (SPAN) 18 Student Publications 43 Student Rights 50 Student Standards of Behavior, Complaints, Records 49 Student Teaching Abroad 63, 129 Studio Art 89-92 Study Abroad 60-63, 166-174 Summer School Office 67 Support Programs 44-45 Sverdrup Hall 15 Sverdrup-Oftedal Memorial Hall 15 - !96 Index T Teaching Licensure (see also individual majors) 57 Test Scores 20 Theatre Arts 257-261 Transcripts 20, 21 Transfer Scholarships 32 Transfer Students 19-21, 66-67, 70 Tuition, Fees, Room and Board 22, 26-27 Tutor Center 44 U Upper Midwest Association of Intercultural Education (UMAIE) 18 Urban Studies 160-161 Urness Hall 15, 49 v Veterans 83 W Weekend College, history 12 Withdrawal From College 30, 70 Women's Studies 262-264 Work Study Program 35 x, y, z Yearbook 43 Youth and Family Institute 16 Youth and Family Ministry Major 235
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Title: Augsburg Now Winter-Spring 2005
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Winter/Spring 2005 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 2-3 EEditor’s DITOR’Snote NOTE Learning by seeing and doing I usually write this piece at the very last moment, after all the page layout is complete and after ...
Show more A P U B L I C AT I O N Winter/Spring 2005 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 2-3 EEditor’s DITOR’Snote NOTE Learning by seeing and doing I usually write this piece at the very last moment, after all the page layout is complete and after we’ve proofed everything. At this point, the magazine is finally in order, and, freed of the editorial minutiae, I can more easily take in the content as a reader. I always seem to discover unexpected themes and threads among the stories. Sometimes they’re serendipitous, and sometimes it’s as if the stories fall together to create something greater than the sum of their individual parts. When I “read” through this issue, I was struck by how much of the content deals with learning outside the classroom. Moreover, the one story that is about classroom learning lauds the new ways that technology links us with classrooms, students, and teachers around the world. Experiential learning, the learning that takes students outside of books, and mostly outside of classrooms, is powerful. It’s an Augsburg hallmark, enhanced by the vast resources of the neighborhoods, city, and world around us. I felt the power of experience when student Anna Warnes talked about how the tsunami didn’t kill faceless people on the other side of the world, but people she knew and had learned from in Thailand. I also felt it in hearing from our nursing students who learned about Lakota culture and the inequalities of health care from the nurses and residents they met on the Pine Ridge Reservation. Names also became real faces and people for the school children participating in the Peace Prize Festival who had “adopted” Nobel Peace Prize laureates and spent months developing creative projects around their lives. And, after hearing Dr. Sima Samar speak at the Peace Prize Forum, it will be difficult to read about Afghanistan without thinking about the persecution and hardships she has endured in her life. The timing of the article in this issue about Professor Garry Hesser—honored as Minnesota Professor of the Year—was serendipity, but couldn’t have fit better with themes about experience in an Augsburg education. His vision, wisdom, and leadership at Augsburg and across the nation have enabled students to learn more fully through internships, service-learning, cooperative education, and by getting out of the classroom and into the community. So, read on and experience an education exemplified, I believe, by the phrase on many of the publications from our Center for Global Education—“See the world through their eyes, and your world will never be the same.” Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 Postmaster: Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Betsey Norgard Editor Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu 10 A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Winter/Spring 2005 Vol. 67, No. 2-3 FEATURES 22 22 Through the eyes of teachers, the eyes of students by Kathy Swanson, Anna Warnes ’05, Jeff Moores ’05, Sue Kneen ’04, and Rachel Schuette ’03 28 Learning with your heart by Judy Petree 8 10 13 2005 Nobel Peace Prize Forum Garry Hesser: Minnesota Professor of the Year Vision, news from Access to Excellence: The Campaign for Augsburg College DEPARTMENTS 2 Around the Quad 6 Sports 17 Faculty/Staff Notes 34 Alumni News 37 Class Notes 43 In Memoriam 44 Auggie Thoughts inside back cover 28 Calendar 50 percent recycled paper (10 percent post-consumer waste) On the cover: The 2005 Nobel Peace Prize Forum brought together nearly 1,000 people to hear, consider, and discuss issues of women’s rights, honoring 2003 Nobel Peace Prize laureate Shirin Ebadi. Photo by Stephen Geffre. AROUND QUAD Around THE the Quad NEWS NOTES Campus Kitchen receives honors The Campus Kitchen at Augsburg received one of nine Harry Chapin Self-Reliance awards given by World Hunger Year (WHY) to “outstanding grassroots organizations in the U.S. that have moved beyond charity to creating change in their communities.” WHY is devoted to finding grassroots solutions to hunger and poverty. Campus Kitchen at Augsburg is a partnership with The Campus Kitchens Project and local community agencies to use food donations from campus dining operations, student organizations, and Second Harvest Heartland in preparation of meals delivered to community service agencies. Since Augsburg’s program began in October 2003, over 10,000 meals have been served and 300 volunteers involved in Augsburg’s program. Thrivent grant will help strengthen planned giving program Thrivent Financial for Lutherans has awarded Augsburg $99,935 over two years to support the College’s plan to strengthen its planned giving program. The grant will expand Augsburg’s congregational outreach to inform, motivate, and engage Lutherans through seminars, individual visits, direct mail, and Web site content in the charitable giving options available to them. Rochester Program relocates After five years at the Rochester Central Lutheran School, Augsburg’s Rochester campus program moved closer to downtown with its new location at Bethel Lutheran Church. In January, the College officially celebrated the move and dedicated the new location. Speakers included Rochester mayor Ardelle Brede; Rev. Gary Benson ’70, Augsburg regent and minister of Zumbro Lutheran Church in Rochester; Rev. Norman Wahl ’75, executive pastor of Bethel Lutheran; and Pat Engstrom, a current graduate nursing student in Rochester who spoke on behalf of the Rochester students. Augsburg’s Gospel Praise, a student music ensemble that performs across the nation, also took part in the celebration. Robert Stacke ’71, the group’s director and chair of the Music Department, used the occasion to note that Augsburg would continued on page 3 2 A college with a conscience A ugsburg College is one of the nation’s best colleges fostering social responsibility and public service, according to The Princeton Review and Campus Compact. It is one of 81 institutions in the nation featured by The Princeton Review in its book, Colleges with a Conscience: 81 Great Schools with Outstanding Community Involvement, to be released in June. “A college with a conscience,” said Robert Franek, vice president for admission services at The Princeton Review, “has both an administration committed to social responsibility and a student body actively engaged in serving society. Education at these schools isn’t only about private gain: it’s about the public good.” The Princeton Review, an organization that prepares online test-prep courses, books, and other education services, partnered with Campus Compact, a national organization committed to the civic purposes of higher education, to choose the schools and develop the book. Colleges were also nominated by organizations with expertise in campus community service and engagement. Criteria included the college’s admission practices and scholarships rewarding community service, support for service-learning programs, student activism, student voice in school governance, and level of social engagement of its student body. From over 900 nominations, the list was shortened as editors collected data about the nominees’ programs and policies, and surveyed their students, faculty, and staff. Parker Palmer is the 2005 Commencement speaker P arker J. Palmer will present the Commencement remarks, “Living the Questions,” at the 2005 Commencement ceremony on Saturday, May 7. Palmer, a respected writer, lecturer, teacher, and activist, focuses on issues in education, community, leadership, spirituality, and social change. His work speaks deeply to people in many walks of life. He serves as senior associate of the American Association of Higher Education, and senior adviser to the Fetzer Institute. He is the founder of the Center for Teacher Formation, which oversees the “Courage to Teach” program for K-12 educators across the country and a parallel program for people in other professions. Palmer’s work has been recognized with eight honorary doctorates, two Distinguished Achievement Awards from the National Educational Press Association, an Award of Excellence from the Associated Church Press, and major grants from the Danforth Foundation, the Lilly Endowment, and the Fetzer Institute. He has published a dozen poems, more than 100 essays, and seven best-selling and award-winning books, including A Hidden Wholeness, Let Your Life Speak, and The Courage to Teach. In 1998, The Leadership Project, a national survey of 10,000 administrators and faculty, named Palmer one of the 30 “most influential senior leaders” in higher education and one of the 10 key “agendasetters” of the past decade. Winter/Spring 2005 New regents elected to board Frank Cerra, M.D. Anthony (Tony) L. Genia, Jr. ’85, M.D. T hree new members and one re-elected member were welcomed to the Augsburg College Board of Regents at their meeting in January. Re-elected to a second term is former Minneapolis city councilmember Jackie Cherryhomes ’76, a government relations consultant and current chair of Augsburg’s Government and Community Relations Committee. Frank Cerra, M.D. Dr. Frank Cerra is senior vice president for health sciences at the University of Minnesota, one of the most comprehensive academic health centers in the U.S. He graduated from the State University of New York at Binghamton and received his medical degree from Northwestern University School of Medicine. In 1991, he came to the University of Minnesota as director of surgical critical care, and in 1995 was appointed dean of the Medical School. He is co-developer of the bioartificial liver, a device similar to a kidney dialysis machine. Anthony (Tony) L. Genia, Jr. ’85, M.D. Dr. Tony Genia graduated from Augsburg in 1985 with a major in biology. While a student, he served as president of the Intertribal Student Union. He earned a medical degree from the University of Minnesota Medical School, and Winter/Spring 2005 Beverly (Halling) Oren ’55 completed a residency in emergency medicine at the University of New Mexico Hospital in 1993. He is a diplomate of the American Board of Emergency Medicine and a fellow of the American College of Emergency Medicine. His principal practice is at Fairview-University Medical Center in Minneapolis. Beverly (Halling) Oren ’55 Bev Oren graduated from Augsburg in 1955 with a major in history and a minor in English. She taught school for several years and then served as vice president of human resources during the 1980s and 1990s at Dart Transit Company, a nationwide trucking and logistics company of which her husband, Donald Oren ’53, is president. She remains a principal and adviser in the company. She currently serves on the boards of Minnehaha Academy and Dart Transit Company, as well as having formerly served on the boards of the Boys and Girls Club, YWCA, and the Covenant Pines Bible Camp. The new board members were elected to four-year terms by the Augsburg Corporation at its meeting in October. The Augsburg Corporation is comprised of representatives elected by the assemblies of the Minneapolis, St. Paul, Southeastern Minnesota, and Northwest Wisconsin Synods of the Evangelical Lutheran Church in America. NEWS NOTES begin offering music courses in Rochester next year. The Rochester Program began in fall 1998 with 65 nurses, mostly employees of Mayo Clinic, studying toward a bachelor’s degree completion. Now, at nearly four times that size, 230 students are currently enrolled in bachelor degree programs in business, management information systems (MIS), education, and nursing (BSN completion), as well as in the Master of Arts degree in nursing. Augsburg Academy needs high school students The Augsburg Academy for Health Careers is recruiting 9th-, 10th-, and 11th-grade students interested in math and science for its first class beginning this fall when doors open in St. Paul. The academy is a new charter school, sponsored by Augsburg, Fairview Health Services, and Faith in the City, a collaborative of seven Lutheran-based Twin Cities institutions. Centered on health as a vocation and a way of life, the free school receives grant funding from the Bill and Melinda Gates Foundation. Focusing on math and science within a regular curriculum, students will gain immediate skills, graduating with certification in CPR and first aid, and either as a nurse assistant or first responder. Mentoring and job-shadowing will begin in grades 9 and 10. For information, contact Linda Packard, Fairview Community Health Outreach, at 612-672-6322. Augsburg gains European partners Augsburg has established academic partnerships with universities in Poland, Slovenia, and Finland. Business professor Magda PalecznyZapp is co-coordinator of two partnerships—one with the Krakow University of Economics in Krakow, Poland, and the other with University of Ljubljana in Ljubljana, Slovenia. Opportunities will include faculty exchanges, research collaboration, curriculum development and teaching, and study abroad for students. Augsburg’s International Partners program has established a partnership with Arcada College in Helsinki, Finland, for students in business, economics, and MIS. All course credits taken there will apply to Augsburg majors. 3 Around the Quad A ugsburg’s Speech Team placed among the top teams in the state with a second place sweepstakes award in their division at the Minnesota College Forensic Association’s annual tournament in February. Since Minnesota teams routinely place in the top 20 nationally, the state tournament serves up some tough competition. “Our students have won awards at almost every tournament they attended this year,” said coach and communication studies professor Bob Groven, “and routinely beat some of the best competitors in the country. After placing second at nationals last year in our division, it’s nice to continue building our success.” According to assistant coach Brad Christ, Augsburg’s Speech Team has already this year amassed 22 finalist trophies, with several tournaments still left in the season. Senior Ryan Sobolik took top honors with a second place in Impromptu Speaking and fifth place in Communication Analysis. His success comes after three years of hard work. “It took me a while to get the hang of impromptu,” said Sobolik. “It’s tough because you don’t know the topic beforehand, and you only have two minutes to prepare your speech.” Erik Helgeson placed sixth in After Dinner Speaking, which requires presenting a funny speech about a serious topic. His The Augsburg speech team’s success grows with a second-place finish in the state tournament. (L to R) Francis Rojas ’05, Brian speech highlights the Mumford ’08, Ryan Sobolik ’05, and Erik Helgeson ’05 ways that “free speech zones” have been should be allowed to voice their opinion, abused to limit a protestor’s free speech even if those in power don’t always want rights. After working extensively in to hear the message. It’s important that radio, he feels a special connection to we preserve everyone’s right to protest.” this topic. “I really believe that everyone Augsburg presents Native American voices in film series F or the second year, the Augsburg Native American Film Series (ANAFS) has collaborated with local and regional film organizations to offer regional venues for Native American filmmakers. This year, ANAFS has partnered with a new film organization, Independent Indigenous Film Minneapolis (IIFM); continued to work with the Fargo International Film Festival; and is planning programs for fall 2005 with the University of Minnesota’s American Indian Student Association and IIFM. The series of films being shown on campus and in community locations aims to engage viewers in dialogue about indigenous film and forge collaborative relationships with the local Native American community. 4 The spring schedule of screenings has included a five-film documentary series at Augsburg with special hosts and panel discussions, and continued with a threeday series at the Center for Independent Artists that showcased local new media artists and the best of the Native American Voices selection from the Fifth Annual Fargo International Film Festival with a special panel of filmmakers. The fall schedule, still in the planning stage, would show a number of feature films at the University of Minnesota. The series is also linked to the American Indian Studies program’s Indigenous Filmmakers course, offering students an interactive environment in which to discuss issues of America’s history, contemporary culture, and social justice raised by Native filmmakers with community members. For a schedule of the remaining screenings or for more information, go to <www.augsburg.edu/ais/filmseries> or contact M. Elise Marubbio at 612-330-1523 or <marubbio@augsburg.edu>. Winter/Spring 2005 Staff photo Speech team wins sweepstakes award Auggies win national title while records fall Stephen Geffre by Don Stoner T ying national records with 10 AllAmericans, six wrestlers in national championship finals, and four wrestlers repeating as individual national champions, the Augsburg College wrestling team claimed its ninth NCAA Division III national championship in the last 15 seasons with a dominating performance in the national tournament, March 4-5, at St. Olaf College in Northfield. Augsburg put together the secondhighest point total for any championship team in Division III history, and the most ever for an Augsburg team at the national championship tournament. Augsburg claimed 10 All-Americans, a first in program history and the second such occurrence in Division III history. Augsburg head coach Jeff Swenson has guided 143 All-Americans in his 23 years of coaching (1980-84, 1986-present). Junior Marcus LeVesseur became just the eighth wrestler in Division III history, and the first in Augsburg history, to win three consecutive national titles, as he claimed the 157-pound crown. His 124-match collegiate unbeaten streak is now the second-longest winning Augsburg’s wrestling team claimed the NCAA Division III national championship on March 5 at St. Olaf College—its ninth wrestling national title in the last 15 seasons. streak in college wrestling history behind the 159 of Cael Sanderson at Iowa State (1998-2002). LeVesseur has yet to lose a collegiate wrestling match. Augsburg’s four repeat national champions all finished their seasons unbeaten, bringing the Auggies’ all-time national championship total to 39 in school history— and a record 35 in Division III competition. “Not only did they repeat, but they were undefeated champions—it’s almost unheard of at any level for a guy to do something like that—and to have a team that had four guys repeat and go undefeated in that year, it’s just mindboggling,” Swenson said. “This will be in the storybooks long after I’m done coaching.” Augsburg finished 14-1 on the season in dual meets, earning Swenson his 300th career coaching victory along the way. He is now 302-40 (.883 winning percentage) in his career. Don Stoner is sports information coordinator. A ugsburg has joined the Lutheran World Relief’s Wave of Giving campaign to rebuild resources in South Asia devastated by the December tsunami. Augsburg’s goal is to raise $35,000; while it will contribute to LWR’s overall rebuilding plan in the area, the focus will be on the rebuilding of a cyclone shelter/school in India. Student organizations have jumped on to “ride the wave” with creative fundraising events. For Valentine’s Day, the LINK, a student service organization, collected money for their singing telegrams and a raffle. Winter/Spring 2005 On March 13, Pi Day, the student math club, Unbounded, charged students money for the opportunity to “pi” their favorite professor—by tossing a whipped cream mini-pie at them. Students also took turns reading the digits of pi, reaching a grand total of 24,401. Augsburg’s Center for Global Education (CGE) and LWR have shared their common strong commitments to experiential education as a learning tool with trips over the past two years to Courtesy photo Ride the ‘Wave of Giving’ for tsunami relief Nicaragua to educate about the LWR coffee project and fair trade. Contact David Fenrick, Center for Global Education, for further information or to donate, at <fenrick@augsburg.edu> or 612-330-1669. 5 Sports Gridiron guru by Erin Peterson hen Jack Osberg ’62 walked off the football field for the final time as head coach of the Augsburg team following the Auggies’ game against St. Olaf at the Metrodome on Nov. 12, he departed as the winningest football coach in the school’s history. But for him, that legacy isn’t nearly as important as the one he’s had on a generation of players. Take Craig Peroutka ’99. Long before Peroutka ever donned an Augsburg uniform, he knew that Jack Osberg would be his college coach. As a senior at Faribault High School, the offensive lineman hadn’t attracted notice from any Division I or Division II schools, but he had caught the eye of Osberg. “Jack was the only one who took the time to visit me at my house after a high school football game,” he says. “He really took time to get to know me.” Peroutka would go on to be a part of the 1997 Augsburg squad that finished 10-2 and earned a Minnesota Intercollegiate Athletic Conference (MIAC) crown for the first time since 1928, while advancing to the NCAA Division III national quarterfinals. Now a financial analyst, Peroutka says Osberg wasn’t just a football coach for him; he was a life coach. “He focused on values,” Peroutka says. “He didn’t want us to succeed just on the field, he wanted us to succeed in the classroom and in everything we did.” This is the kind of praise on which Osberg thrives. During his 14-year tenure as head coach at Augsburg, he’s garnered his share of accolades, from winning the MIAC championship to surpassing his former coach and mentor, Edor Nelson ’38, as the winningest football coach in Auggie history. But he’s much quicker to recount the weddings of former players he’s attended recently, and the friendships he’s formed with many of his players. He’s happy to talk about the successes of his players 6 not just on the gridiron, but in the business world. “I want my players to understand that there’s a bigger world than football, but that there are many things we can learn on the football field that will help us, whether it’s our careers, our relationships, our spirituality, or anything else,” says Osberg. It’s the wisdom of a coach who’s played the game for his entire life, and coached for nearly three-quarters of it. An Auggie himself, the offensive and defensive lineman played under the legendary Edor Nelson ’38, and he knew by the middle of his freshman year that he would coach. He spent 30 years teaching biology and coaching at Minneapolis Roosevelt, Bloomington Kennedy, and Wayzata high schools, where he says he quickly learned that good coaches aren’t necessarily the best athletes, they’re the best teachers. “You need to know how to motivate and work with young people,” he says. “I’ve always said that if I’m teaching a class of 30 students and I get 28 positive evaluations, I’ll wonder what I could Head football coach Jack Osberg ‘62 retires with the most wins in Augsburg coaching history. Charles Walbridge W Charles Walbridge Augsburg coach Jack Osberg shares his philosophy on football and life Coach Osberg celebrates with Auggie players in 2003 after a win over Hamline. Winter/Spring 2005 Archive photo begin to turn the have done for those program around, even if other two. Coaching they would not be the is the same way. I ones to finish first in want to be able to the MIAC. relate to all of the These days, says players.” Osberg, it’s tougher to While he’s had succeed than it used to plenty of role models be. Many players, even on and off the field, at the Division III level, his goal was never to are pressured to emulate the style of specialize in a single any of them. “As a Jack Osberg began his football sport, and with everyoung coach, I went career as an Auggie offensive and defensive lineman. improving technology, to a clinic and I heard play is far more [former Vikings sophisticated than it was when he was a coach] Bud Grant speak,” he says. “I player. came back with all these great Bud Grant “We have video tapes now that we ideas, but I wasn’t Bud Grant.” can just copy and give out,” he says. As he looked to many people for “We used to have just one 16-millimeter ideas, he ended up building his own film, and we couldn’t copy that. It was coaching philosophy and style. For better difficult to run, and it broke all the or worse, the young men who played for time.” him would look up to him, and he Even as players feel that they must stresses that he tries to be a role model do more work in the weight room and for them. He is demanding but respectful spend more time in the offseason of his players; he focuses on the preparing for the following fall, Osberg fundamentals of the game while tells them to find balance. College is a acknowledging that his players and his crucible, but it is only through the coaches have much to teach him. balance of sports and academics, work, “If you think you have all the answers and friendships that they will be to everything, you’re not going to make prepared to enter the world and the rest it,” he says. of their lives. As a Division III coach, Osberg hasn’t In retirement, he says he is looking had access to the kind of talent available forward to spending more time with his to large programs, but he’s a proponent wife, Nina, and six children and of making everyone—even those who grandchildren. He may also spend more will never be stars—feel valued. time on the golf course. But retirement “Jack made me think I could will be bittersweet because of the joy accomplish anything,” says Mike that his tenure at Augsburg has brought. Weidner ’83, a defensive end who played “I was here 40 years ago, and in that while Osberg was a defensive coordinator time buildings have changed, technology under Al Kloppen. “I was 6-feet-1 and has changed, and administrations have 177 pounds, and he convinced me I changed,” he says. “But the thing that’s could do the job. I don’t think we had stayed constant is the [encouragement] one guy who was over 200 pounds, but for individuals to be who they are. That he always got the most out of is something that persists.” everybody.” Osberg will remain on the Augsburg Indeed, he says one of the squads he staff, assisting in the school’s Alumni and was most proud of during his tenure at Parent Relations and Development areas, Augsburg was the group of players he to develop connections with athletic started with during his first year as a alumni and parents. head coach, in 1991. Augsburg had compiled an abysmal 7-61-2 record in Erin Peterson is a freelance writer based in the previous seven seasons, and he Minneapolis. marveled at the 1991 group’s ability to Winter/Spring 2005 Frank Haege to replace Osberg by Don Stoner F ormer Augsburg assistant coach Frank Haege has been named to replace retiring coach Jack Osberg. He will be the 14th head coach in the 74-season history of the school’s football program. Haege brings a 64-24 record as a professional football head coach to his new post at Augsburg. Most recently, Haege spent three seasons as head coach of the Arena Football League’s Las Vegas Gladiators, posting a 25-23 record (including playoffs). “I’m very excited about this position,” said Haege, 36. “Working at Augsburg, and at the small-college level, has always been a long-term goal for me. I’ve really enjoyed the 10 years that I coached in Arena Football, and I’ve had a lot of success at that level. But there is a lot more stability at the small-college level, and that is important to me and my family.” Haege served on the Augsburg staff under Jack Osberg as offensive coordinator from 1996-98. “Ever since I started coaching with Jack in 1996, I fell in love with Augsburg,” Haege said. “It is a great atmosphere in which to coach and teach. People work hard, have fun, and always look out for the student-athletes.” Don Stoner is sports information coordinator. 7 The 17th Nobel Peace Prize Forum and Peace Prize Festival Left: Dr. Sima Samar, chair of the Afghanistan Human Rights Commission, spoke about her struggle as an Afghan woman to become a medical doctor, establish the first hospital for women in Afghanistan, and continue her pioneering work on behalf of women in her country. Right: Augsburg student Sam Kanenwisher ’06 (left) presents a gift of the waters brought to this year’s forum to a representative of Luther College, which will host the Peace Prize Forum in 2006. Left: Students from CitySongs children’s choir performed at the forum prior to the Friday evening plenary session. Above: Augsburg was host in February to nearly 1,000 college, university, and community participants in the 17th annual Nobel Peace Prize Forum honoring Nobel Peace laureate Shirin Ebadi of Iran. Above: National Public Radio producer Davar Ardalan spoke in a plenary session about rediscovering her native country of Iran and learning about the legacy her family left in the national struggle for reform. 8 Above: Augsburg student Katie Bickel ’05 participated on a student seminar panel examining human rights issues in China, Iran, and East Africa. Winter/Spring 2005 Above: Frances Moore Lappé, author of Diet for a Small Planet, spoke about the politics of food and consideration of food as the central issue through which to understand world politics. Above: Augsburg sociology professor Garry Hesser, with students Krista Dahlke and Riley Conway, presented to a standing-room seminar audience their research on demographics, resources, and revitalization in lowincome neighborhoods. Above: Students from the Prairie School of Dance in Eden Prairie performed a modern dance, “The Wall.” Above: Mary Robinson, former president of Ireland and U.N. high commissioner for human rights, talked about her global experience as an advocate for human rights and the use of law to bring about social change. Above: A participant from one of the five sponsoring colleges brought water to the Peace Prize Forum cauldron. Winter/Spring 2005 Above: Ole Mjøs, chair of the Nobel Peace Prize Committee in Oslo, Norway, gestured in his greetings from Norway and spoke about the significance of the forum, sponsored by the five Norwegian Lutheran colleges. 9 Stephen Geffre G A R RY H E S S E R M I N N E S O TA P R O F E S S O R O F T H E Y E A R Augsburg News Service and Betsey Norgard 10 interdisciplinary metro-urban studies program. He was instrumental in the creation of Augsburg’s Center for Service, Work, and Learning—a center marking the marriage of the classroom and the city that has not only emerged as a hallmark of an Augsburg education, but also has served as a service-learning model across the nation. For 28 years Hesser has been a national leader in assisting students in taking fuller advantage of Augsburg’s urban location through wide-ranging internships, community servicelearning, and cooperative education. Education Award (National Society for Experiential Education) • 1998, Thomas Ehrlich Award for national leadership and scholarship in advancing the field of service-learning (Campus Compact) Stephen Geffre A ugsburg sociology and urban studies professor Garry Hesser was named 2004 Minnesota Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE). The day of the announcement, November 18, was proclaimed as “Dr. Garry Hesser Day” in Minnesota by Gov. Tim Pawlenty. A special chapel service and luncheon marked the day on the Augsburg campus. In reflecting on his time at Augsburg, Hesser said, “This has been an extraordinary place to be all these 28 years. The gift of community is about the greatest gift to be given to anybody in one’s life.” Hesser joined Augsburg’s Sociology Department in 1977. Since that time he has served as chair of the Natural and Social Sciences Division and chair of the His awards include: • 2004, Distinguished Contributions to Teaching and Learning (Augsburg) • 2002, Distinguished Sociologist of Minnesota (Sociologists of Minnesota) • 2001, Pioneer in Experiential Professor of the Year Garry Hesser is introduced at a special chapel service by Frankie Shackelford, associate dean for teaching and learning enhancement. Winter/Spring 2005 Stephen Geffre Hesser represents the very best teacher any of us ever have had. He’s that teacher we think about with gratitude decades later. —Doug Grow Star Tribune columnist Hesser is Augsburg’s first recipient of the professor-of-the-year honor, which is given annually by the Carnegie Foundation and CASE, two Washington, D.C.-based organizations. It is the only national award that recognizes excellence in undergraduate teaching and mentoring. More than 500 nominations were submitted. The nominees were evaluated on criteria including the impact on and involvement with undergraduate students, scholarly approach to teaching and learning, contributions to undergraduate education within the institution and community, and support from colleagues and students “In my view, Garry Hesser represents the best Augsburg College has to offer in respect to innovative teaching, engaged scholarship, and service to the institution and the community,” noted President William Frame. Augsburg provost and dean Christopher Kimball wrote, “His unique preparation as a theologian and sociologist has proven fertile soil in which to cultivate a teaching life. He does so with energy and care and thereby provides a compelling example of Christian vocation for his colleagues Winter/Spring 2005 and students.” Minneapolis Star Tribune columnist Doug Grow led his column about Hesser’s honor by fantasizing about a time when media would get as excited about people who matter as they do about celebrities and sports stars. He wrote, “Hesser represents the very best teacher any of us ever have had. He’s that teacher we think about with gratitude decades later.” Hesser is past president of the National Society for Experiential Education (NSEE) and the Higher Education Consortium for Urban Affairs (HECUA). As a consultant, he has led workshops on service-learning and experiential education on over 50 campuses and at professional meetings. Hesser holds degrees from Phillips University in Oklahoma, Union Theological Seminary in New York, and the University of Notre Dame. He makes his home in the Seward neighborhood where he and his wife, Nancy Homans, have raised their five children, two of whom are Augsburg graduates. He is the author or editor of numerous publications and articles in the areas of experiential education, service-learning, and neighborhood revitalization. Courtesy photo At a luncheon in his honor, Garry Hesser acknowledged and greeted his friend and mentor Professor Emeritus Joel Torstenson ’38, founder of Augsburg’s Sociology Department, as Fran Torstenson looked on. In 2000, Prof. Garry Hesser and then-PanAfrikan Center director Joe Young taught an Interim course on civil rights history that included a 10-day bus tour to spots where historic civil rights events occurred—Selma and Birmingham, Ala.; Little Rock, Ark.; Memphis, Tenn.; and Atlanta, Ga. For most students, it was their first trip in the south, and left a strong impact as they immersed themselves in the history. Here, the group posed on the steps of the 16th Street Baptist Church in Birmingham, Ala. 11 Robert Frost poignantly reminds us of roads not taken, as well as those that are taken. In 1984, I was engaged in a faculty development internship related to affordable housing policy and programs. I was preparing for a sabbatical leave to write a book with an economics colleague focusing on neighborhood revitalization using data that my students and I had collected from a sample of 500 Minneapolis residents. Then the dean called and invited me to accept an appointment as founding director of the newly funded Cooperative Education program, stressing the importance of faculty leadership in this new undertaking. My colleague wrote the book that we had planned together, but the alternate “road taken” enabled me to become one of the early faculty members who led in the “rediscovery” and validation of experiential education and servicelearning. Because there were so few faculty members whose colleges supported their involvement in servicelearning, I stood out and became president of the National Society for Experiential Education (NSEE), which collaborated with Susan Stroud and Tim Stanton as they worked with the university presidents who founded Campus Compact. These were heady times for all of us in experiential education. I found myself at Wingspread on a task force which was deliberating on whether to call it “service-learning” and played a leadership role in NSEE when we convened Wingspread gatherings that produced the “Principles of Good Practice in Service-Learning,” designed a research agenda under the leadership of Dwight Giles, and commissioned the now classic NSEE three-volume Combining Service and Learning, edited by Jane Kendall. All this also opened the door to my becoming a FIPSE-NSEE consultant (which has evolved into the Campus Compact-AAHE Consulting Corps). This 20-year interchange and dialogue has enhanced our programs at Augsburg and 12 by Garry Hesser Stephen Geffre T H E R O A D TA K E N An unexpected career path and serendipity led Professor Garry Hesser to the forefront of leadership, as experiential education, and especially service-learning, was embraced and developed in higher education. the over 50 campuses where I have been privileged to conduct faculty and staff development workshops on experiential education and service-learning. Serendipity played a key role in recentering my teaching and scholarship in the very values that had led me into the academy in the first place, namely a desire to combine knowledge with civic engagement that could lead to thriving and integrated communities open to all. These opportunities have been gifts in a 20-year “faculty development process” and dialogue with colleagues from across the globe, enabling me to be a bridge between Augsburg, HECUA, and others on the cutting edge of experiential education. My teaching has certainly benefited from an expanded utilization of community-based pedagogy. And it would appear that Augsburg has also benefited from this disciplinary and interdisciplinary exchange. This summer two of my students will collaborate with me as we expand upon and synthesize the community-based research of other students over the past five years as we deepen our understanding of five Minneapolis neighborhoods and compare their community-building endeavors with five neighborhoods involved in Annie E. Casey’s “Rebuilding Communities Initiative.” I do not know the roads that I might have traveled by pursuing more traditional forms of scholarship. But the decision to focus my teaching and sociological journey on experiential education and community-based servicelearning has provided countless opportunities in higher education and the discipline of sociology. … My colleagues and students, both within the academy and the community, young and old, have shared their gifts and accepted mine. We have challenged and changed one another as a community of learners and engaged scholars. How could any professor ask for more opportunities than I have had or more reasons to celebrate the joy of being a teacher, a student, a sociologist, an urbanist, and a citizen? ■ Excerpted from the personal statement by Garry Hesser that accompanied his nomination as Professor of the Year. Winter/Spring 2005 ‘Many Houses’ author found Augsburg home With many men serving in the Armed Forces during World War II, most Augsburg students were women. It was here that writer Marie (Gjenvick) Knaphus ’45 found a home. “The entire school was like a family,” said Knaphus. “Augsburg means a lot to me. I received a good education and made many lifelong friends.” In addition to studying, Knaphus kept involved with oratory and debate, singing in the Mendelssohn Chorus, and participating in the International Relations Club and the Writers’ Club. At the same time, she was engaged in community and faith-based activities through Girl Scouts and the church. Making Iowa her home for many years, Knaphus last visited the campus in 1996 for the 50th anniversary of campus ministry among students attending state-supported colleges and universities. Shortly after leaving Augsburg, Knaphus served as counselor to Lutheran students attending the Iowa State Teachers College in Cedar Falls, Iowa. It was there that she met and married her husband, George, and together they became the ministry’s first counselors. During her visit, Knaphus was amazed at the growth of Augsburg’s Weekend College (WEC) and feels a connection with WEC students because, she, too, lived off campus. However, she took a streetcar to attend Augsburg. Winter/Spring 2005 A great-grandmother at 81, Knaphus continues to use her education and serve others. Currently she is working on her third book, this one about her father, a Norwegian immigrant. ■ Marie (Gjenvick) Knaphus ’45, then and now. “I am impressed with what’s happening to Augsburg today,” she said. “Students should work hard and take advantage of every opportunity to grow and develop their abilities. I feel Augsburg did this for me.” Knaphus also thinks “it’s important for alumni to help support the College. It takes so much money to run a college, and people who have benefited from it need to help.” She recently made a significant gift of stock to the Bernhard M. Christensen Endowed Fund “out of gratitude for a good education. It [Augsburg] offered me the incentive to go out and offer myself in service to others. I believe there is a place for the small college that has a mission like Augsburg.” Knaphus was fortunate to have Bernhard Christensen as a professor and keeps in contact with his widow, (Lilly) Gracia. “I have fond memories of Dr. Christensen’s religion class that pulled everything together for me. Attending Augsburg helped me crystallize my faith,” she said. Marie Knaphus’ story may be similar to yours. She held stock for many years and wanted to give to Augsburg instead of taking the capital gain from the sale of stock. Her gift helps build Augsburg’s endowment, and Knaphus benefits as well. Augsburg is focusing its endowment growth in three ways: • NEW FACULTY CHAIRS AND PROFESSORSHIPS Endowed chairs and professorships allow the College to attract and retain the most qualified and talented faculty. • NEW ENDOWED SCHOLARSHIPS By expanding the current level of endowed scholarships the College is able to attract talented students from all backgrounds. • PROGRAM SUPPORT AND FACULTY DEVELOPMENT A strong endowment is essential to sustaining distinctive programs, supporting innovative faculty-student research projects, and enhancing professional development programs for all faculty and staff. You may designate endowment gifts to areas of your specific interest.Your appreciated securities of stock, bonds, or mutual funds may be exempt from capital gains taxes when you transfer them to the College, and you may receive a tax deduction equal to the market value of the securities at the time they are transferred. Contact the Development Office at 612-338-0002 to discuss how your gift can best help others. 13 Goal reached through the 3M Foundation challenge grant The challenge went out this past fall to Augburg alumni and friends who are 3M employees to give back to their alma mater through the 3M Foundation Challenge Grant. “I think the 3M Foundation structured the grant appropriately,” said Ron Nelson ’68. “I am pleased to see we achieved the match.” Augsburg College and 3M partnered to Ron Nelson ’68 successfully raise $100,000 from 69 3M employees in support of the new Science Center. The special challenge match opportunity offered by the 3M Foundation ran for eight weeks. Under the 3:1 challenge, the foundation matched the $100,000 in contributions from employees, retirees, and friends with a $300,000 gift. Additionally, the foundation contributed a $200,000 grant to the new Science Center. “There is a long-standing relationship between Augsburg and 3M,” said Nelson. “This challenge grant gave many 3M employees and retirees an opportunity to reconnect with the College and play an important part in the capital campaign.” Sandra Wollschlager ’94 was compelled to contribute because “my education made a challenging 3M career possible. Many 3M employees completed degrees in a nontraditional fashion when taking Augsburg coursework. We obtained an 14 Augsburg degree while working full time and raising a family. “My daughter was one-year-old when I took my first Augsburg class. I commuted Sandra Wollschlager ’94 a long distance. Because Augsburg chemistry professors came to the 3M campus, it enabled me to juggle my work schedule so I could take classes. If it wasn’t for 3M and Augsburg making it easier for me, I wouldn’t have gone to college.” Nelson came from the small Minnesota town of Dawson, and life at Augsburg was his first introduction to the city. “It became my window,” said Nelson. “All is available within the city, and students should plug in culturally, through sports, and experience activities relative to societal diversity.” Students should “participate in the hands-on experiences made available in the classroom and the laboratories, and take advantage of the research work,” he said. “These are extremely important building blocks for the future.” “The connection with Augsburg to the scientific community is imperative,” said Wollschlager. “Students need to see and understand the big connections. 3M is a global company so it is involved in global issues. So what can we do to lessen global warming, for example? Students need to learn air and water transport modeling so they can see how the world is connected. “Our generation needs to make improvements in the environment (sustainable chemistry, technological advances) and we need to figure out how to educate the public about our improvements and, in general, the value of a science education/background.” “The contributions made in sciences are important to everyone,” continued Nelson. “We want the science programs to continue to be competitive and turn out leaders like Dr. Peter Agre ’70, recipient of the Nobel Prize in Chemistry.” ■ MAKE A DIFFERENCE Many people made a difference through the 3M Foundation Grant Challenge—please consider how you can make a difference, too. Does your company offer a matching gift program? If so, please let us know. Remember, all gifts are tax deductible. Contact Sherry Jennings-King at 612-338-4823 or jenningk@augsburg.edu to discuss giving options. Vision is published by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor and Writer Lynn James Graphic Designer Kathy Rumpza www.augsburg.edu/campaign Winter/Spring 2005 A FINE FIRST LADY Leola (Lee) Anderson served as the first lady of Augsburg College during her husband’s presidency from 1963 to 1980. President Emeritus Oscar Anderson focused on three main areas during his term in office: to meld Augsburg into its new family of colleges in the American Lutheran Church (it had been the college of the Lutheran Free Church); to experiment with programs that involved the city as a learning laboratory; and to strengthen the College academically, which resulted in an invitation to join the Associated Colleges of the Twin Cities (ACTC). As the president’s wife, Lee was active in the Augsburg College Women’s Club, now called the Augsburg College Associates, and hosted College functions. She raised four children during her husband’s tenure, served on the first task force of the American Lutheran College, and was involved in the church. She is remembered as a warm, friendly person who cared deeply about social issues, was a strong advocate for women, and was close to her children. Family was very important to her, and, at age 86, she experienced the joy of seeing her first great-grandchild. TIME OF REMEMBRANCE Donna (Anderson) Hoekstra ’68 spoke at the memorial service about her mother, Lee Anderson. Excerpts are reprinted here with permission. “She was a lovely lady with a unique, one-of-a-kind personality and a name to Winter/Spring 2005 Archive photo In Memoriam Leola G. Anderson, April 17, 1916–December 4, 2004 Leola (Lee) Anderson match. Mom was generous with her myriad talents. She could sing beautifully, strum a guitar (though upside down and backwards), sew professionally, entertain with class, sashay with flair on the dance floor, draw and paint, and write with depth and feeling. Mom was generous with her treasures, too. She gave, with no strings attached, to her family, but she also gave to the far ends of God’s world to suffering people in places like Rwanda. Mom embodied for me Christian discipleship. She tried to live the godly life—her life bore the fruits of the Spirit: patience, kindness, goodness, compassion, and self-control. She exemplified how I wanted to live my life. Mom gave of herself in service to others. She was all too often selfless to a fault. In her early years she served as choir director, youth leader, Sunday school teacher, newsletter editor, and worked in various jobs to support the family during difficult times in Chicago. In her years as wife of a traveling Luther League director (that would be my dad), Mom formed the Traveler’s Aid group to provide mutual support for other staff wives. In her role as pastor’s wife, she served gracefully. I can remember food-laden tables at open houses and family gatherings at holiday times, Bible studies she led, sharing fresh insights, overflowing Christmas baskets for the poor, and quiet living room conversations with hurting parishioners. continued on page 16 LEOLA G. ANDERSON SCHOLARSHIP Appreciating the legacy a scholarship offers, in 2002 President Emeritus Oscar Anderson established the Leola G. Anderson Scholarship in Mathematics to honor his wife. “My wife had a love of math, but was a very modest person,” said Anderson.“I wanted to do something to honor her, so with agreement from my family, the Leola G. Anderson Scholarship in Mathematics was established.” It is designated that one or more students who have demonstrated academic achievement and financial need be awarded the scholarship. Special consideration is given to assisting women in mathematics. If you are interested in contributing to this scholarship, contact Jennifer Kahlow at 612-338-6540 or <kahlow@augsburg.edu>. 15 F In Memoriam, continued Mom was an open person. She opened her mind—especially during the 17 years at Augsburg. I found speeches she had given in front of learned college groups. And I remember a particular Mother/Daughter Banquet. Her talk was brilliant. How I admired her and was so proud to be her daughter. She opened her home—to the freshmen for Welcome to College Week, to friends we brought home, and to faculty for college functions. She opened her heart to students she tutored and to the needs of patients at Fairview Hospital. Books were her love from when she was young to just three months before she died. They informed her thoughts and shaped her opinions. I had a mom who was on the cutting edge, though often herself teetering precariously. With heartfelt empathy from her own personal loss, she championed the poor, the oppressed, and the disenfranchised. She fought for peace and justice through written word and voice forming the MS (Miscellaneous) group of gals to hone shared thoughts and strategies for change. She took on Enhancements made to Thrivent’s GivingPlus Program Thrivent Financial for Lutherans offers a charitable/match gift program to alumni, faculty, staff, and friends of the College. Changes to the program for 2005 include: • • • • • no minimum gift required, increased member giving range, multiple gifts option by members to same organization, equal membership status for gifts, and additional Lutheran organizations eligible. Contact Stephanie Malone, director of The Augsburg Fund, at 612-338-4825 or <malone@augsburg.edu> for details on how your participation benefits Augsburg. the “isms” of race, gender, and culture. My mom was a flaming liberal and an authentic feminist. She could talk your arm off sharing her causes. After her death, we discovered volumes of prose and poetry on all kinds of subjects. She will live on in her written words. Mom gave her love unconditionally. She saw God as unconditional lover and tried to model that love. She was generous, open, and loving even during her darkest times. Mom modeled for me how to give, how to really see the other person, how to serve, and how to love.” ■ SUPPORT STUDENTS Hurry! Your annual fund donation to The Augsburg Fund for this fiscal year must be received by May 31. Your tax-deductible gift will accomplish many things: help students by supplementing their tuition, provide enriching campus experiences, enhance technology and curriculum, and prepare future leaders for service in the world. Contact Stephanie R. Malone, director,The Augsburg Fund and Maroon & Silver Society, at 612-338-4825 or <malone@augsburg.edu>. Campaign Progress $37.5M of $55M goal as of 3-10-2005 16 Winter/Spring 2005 FACULTY /STAFFNotes NOTES Faculty/Staff Connecting with classmates around the world by Judy Petree new program at Augsburg connects students and faculties around the world via Web cam and e-mail, offering one way for students to gain global perspectives without leaving campus. Augsburg social work professor Rosemary Link, along with Robert Bill from Information Technology, received a State Department grant to develop the “Exploring World Cultures” project as a module in a social work class. Augsburg is the only Minnesota institution among the 10 funded grants. The goals of the project are to increase understanding of world cultures and systems of human service; to increase students’ abilities to explain their own culture and respect others; to identify the variety of cultures worldwide and to recognize their interdependence; and to develop crosscultural communication skills, including conflict management. Link said they began with schools where Augsburg already had connections. At the University of Ljubljana in Slovenia, where student summer exchanges have become a tradition, Professors Gabi Cacinovic Vogrincic and Lea Sugman Bohinc were “delighted to participate in this venture.” A second project site is the National University of Singapore. The third partner, Tata Institute in Mumbai, India, has been delayed by technical and structural difficulties. To prepare for the project, Link and Bill visited the three overseas schools and researched their political, economic, historical, and social characteristics, plus technology resources. They received training at East Carolina University, where this technology concept initiated, to develop curriculum using video technology and to review steps to establish crosscultural relationships. They also prepared for the reality of different approaches to technology, firewall status, bandwidth issues, and availability of an academic technology team. Winter/Spring 2005 Stephen Geffre A Students in an Augsburg social work class “study” with classmates in Slovenia, pictured on the screen. Back row (L to R) Professor Rosemary Link, Kelly Sve, Cody Swanson, Stacy Anderson, Amanda Dowdy, Emily Lunemann, Dan Quance, Carolyn Herman, IT coordinator Robert Bill. Front row (L to R) Erin Olsen, Walter Gies, Shannon Rynders, Amanda Bockmann and Joelle Bickel. “One of the unique elements of the project is the opportunity to share innovations in teaching and local challenges with colleagues across the globe,” Link said, “and to understand different perspectives on issues which affect us all, such as health, migration, international adoptions, and conflict management.” The Augsburg students participating in the project are taking Social Work 257, Exploring Human Services in Global Context. They were matched with students in either Slovenia or Singapore and are exploring each other’s culture, social well-being, and current issues such as homelessness, SARS, and migration. Two logistical challenges, Link said, have been the different semester schedules and the time differences. The joys, however, far outweigh the challenges, and students even come in on Sunday evenings to ‘meet’ their Singapore classmates. “I didn’t know much about the rest of the world before this class,” fall semester class student Samantha Privratsky said. Another student, Brooke Vasseur, commented that this is “way cool to be making friends on the other side of the globe.” “Our colleague in Singapore, Dr. Ngoh Tiong Tan, is an expert in cultural conflict and mediation,” says Link. “His class was well underway when we joined in. His students gave excellent presentations and our students joined enthusiastically, although initially they were somewhat alarmed at the view of American culture from Asia.” She added that this was mitigated as students emailed each other and explored concepts of individualism and collectivism, as well as distinct characteristics of culture alongside common human needs. According to Link, the project director, and Bill, project technology director, “the project has been quite a roller coaster, but also enthralling, and students have said they will never forget it.” Judy Petree is media relations manager in the Office of Public Relations and Communication. 17 Faculty/Staff Notes Toward spiritually-sensitive social work A calling to social work came to Leola (Dyrud) Furman at age 12 during a career session at a summer Luther League convention. She followed family members to Augsburg College and graduated with a major in sociology and minors in social work and religion. She then pursued graduate degrees in social work and human development. She taught social work for 25 years at the University of North Dakota. During that time it was a personal and spiritual crisis—the death of her husband from cancer—that called her to the forefront of a new movement in her field. While in the role of a client needing support during her husband’s illness, she realized that not only could spiritual support help people cope in a crisis, it could help them grow personally and spiritually. She understood the importance of spirituality and religion as necessary aspects of human identity. Her research connected her to Edward Canda, at the University of Kansas, who had recently founded the Society for Spirituality in Social Work. Together, they co-authored a textbook, Spiritual Diversity in Social Work Practice, The Heart of Helping that was hailed as “a ‘state of the art’ expression of a newly re-emerging theme, spirituality.” This refers to the fact that social work’s roots came from the work of 19th-century religious charity organizations. Their book defines the values and issues inherent in spiritually-sensitive social work practice and offers practical guidelines and strategies. In 1997 Furman and Canda developed a national survey of social workers, asking their views on the appropriateness of religion and spirituality in social work practice—the first of its kind. The survey defined spirituality as search for meaning and purpose in either religious or nonreligious forms, and religion as “an organized set of beliefs and practices shared by a community related to spirituality.” The survey results showed that not only did social workers affirm a role for 18 the discussion of these topics (82%), but that many of them had already been doing it in various ways (75%). An important finding, however, was that 73% of respondents expressed a lack of any spiritual training. That began to change as social work schools developed curricula and new courses. Today, most textbooks integrate spirituality within discussion of treating the client as a whole person. Spiritually-sensitive social work practice is becoming especially relevant in diverse communities where an important way to reach ethnic minorities is through their faith and spirituality. Three years later, Furman repeated her survey in the U.K., with similar results. Then, building on connections she made while a visiting professor in Norway, Furman collaborated with Mari-Anne Zahl, a professor in social work at the Norwegian University of Science and Technology (formerly University of Trondheim) who has a graduate degree from the University of Minnesota. Zahl translated the survey instrument into Norwegian, and surveyed Norwegian social workers. The results, while similar to the U.S. and U.K., demonstrated cultural differences in religious institutions. The Norwegian Lutheran Church, until recently, did not have the same kind of social network and function as American church congregations, and social workers were not accustomed to considering religious referrals. Also, church attendance is less frequent there. Zahl sees the survey results as valuable. Social workers can understand better how discussion of religion can be appropriate and they gain insight into working with increasing numbers of immigrants arriving in Norway. “Since social work deals with everyday social functioning,” Zahl said, “[a client’s religion] is part of what social workers deal have to deal with. Are they open to, are they sensitive to, do they listen to, and are they comfortable enough to deal with that aspect of life?” by Betsey Norgard Adjunct social work professor Leola (Dyrud) Furman ’61 (left) and Norwegian social work professor Mari-Anne Zahl are collaborating to study social workers’ perspectives towards inclusion of religion and spirituality in social work practice, as thoroughly presented in the book Furman co-authored. This means that social workers need to have understanding of their clients’ culture, religion, and the place that religion plays in their culture. She said that while fewer than half of the survey respondents had any training in dealing with religious and spiritual issues, 70-80% of them said they desire it. With her husband, Hans Eriksson, who returned this year as visiting professor in Augsburg’s social work department, Zahl is in Minneapolis on sabbatical, continuing her collaboration with Furman. Zahl is compiling the Norwegian information and, along with Furman, is writing comparative studies of the three countries surveyed. Together, they are presenting at national social work meetings, and jointly teaching some of Furman’s classes. Leola (Dyrud) Furman ’61 is an adjunct professor at Augsburg and the University of Minnesota. She is a Distinguished Alumna of Augsburg College and associate professor emerita of the University of North Dakota. Mari-Anne Zahl is an associate professor in the Department of Social Work and Health Sciences at the Norwegian University of Science and Technology in Trondheim. Winter/Spring 2005 Presentations Laura Boisen and Maryann Syers, social work, have published articles and presented nationally on their integrative case analysis model, including at the annual program meeting of the Council on Social Work Education in February. Blake Boursaw, Tracy Bibelnieks, Nick Coult, Matthew Haines, and Su Dorée, mathematics, presented at the annual meeting of the Mathematical Association of America-American Mathematical Society (MAA-AMS) annual meeting in January. Mathematics/ computer science major Dan Wolf ’05 presented a poster about his NSF-funded research last summer. Lars Christiansen and Diane Pike, sociology, led a teaching workshop, “Teaching Organizational Theory,” at the American Sociological Association in August. At that meeting, Pike became chair of the Undergraduate Teaching Section and the Ethics Committee. Jacqueline deVries, history, presented “New Women, New Religion: Feminism and the Victorian Crisis of Faith” at the American Historical Association meeting in January. David Fenrick, Center for Global Education, was an editorial team member in an issue group, “Effective Theological Education for World Mission,” at the Forum 2004 on World Evangelization in Pattaya, Thailand. He also presented “Transforming ShortTerm Mission through Service-Learning” at the Annual World Mission Conference of the Evangelical Lutheran Church in America (ELCA) in St. Paul in March 2004. In November he co-presented a workshop, “Reciprocity Leads to Culture Learning,” at a workshop of NAFSA: Association of International Educators. Annette Gerten and Lois Bosch, social work, presented a workshop on using creativity to enhance learning relevance for policy students at the annual meeting of the Minnesota Conference on Social Work Education in September. Winter/Spring 2005 Orv Gingerich, international programs and Center for Global Education, participated on a panel, “Why Do They Hate Us So Much? Encouraging Student Geopolitical Awareness in a Post-9/11 World,” at the Council on International Educational Exchange in November. He also participated in a panel, “Interdisciplinary Learning, Internationalization, and Study Abroad,” at the Study Abroad Curriculum Integration Conference at the University of Minnesota last April. Doug Green, English, read a poem “A Topography of Love,” now published online, at the Northfield Arts Guild Writers’ Night in November. He also presented a paper, “Estranging Bedfellows: Early Modern Cinema Today,” for the seminar on Shakespeare, Gender, and Sexual Orientation at the Shakespeare Association of America’s annual meeting. Garry Hesser, sociology, presented a paper co-authored with Augsburg students Riley Conway ’05 and Krista Dahlke ’06, “Rebuilding Communities: Comparing a National Model (Casey) and Minneapolis Neighborhood Revitalization Program,” at the annual meeting of the American Sociological Association in August. Norm Holen, art, emeritus, was present for the dedication of the F. Scott Fitzgerald alcove in the St. Paul Central Library, where his terra cotta bust of Fitzgerald was unveiled. Holen’s works have been included in two recent books, The Sculpture Reference Illustrated, by Arthur Williams (2005) and 500 Figures in Clay: Ceramic Artists Celebrate the Human Form (Lark Books, Sterling Publishing, 2004). Gretchen Irvine, education, was a panel member on “Service-Learning: Connecting Schools to the Community,” at the Minnesota Alliance of Black School Educators (MABSE) Education Summit in October. She also presented, “Learning Outcomes One Year Later” at the Hawaii International Conference on Education in January. Mary Jacobson and Vicki Olson, education, and Robert Bill, information technology, presented at the National Reading Conference on the study they have carried out focusing on teacher preparation in the state of Minnesota as it relates to reading. Mark Lester, Center for Global EducationNicaragua, spoke at Seattle University in the Salon Series, on “U.S. Consumption and the Needs of Developing Nations: A View from Nicaragua.” He also presented there on the U.S.Central America Free Trade Agreement (CAFTA), and spoke to theology, business, and social work classes. David Matz, psychology, was a co-presenter of “The Social and Evolutionary Psychology of Hair Color Preferences on the Northern and Southern Prairie,” at the January meeting of the Society of Personality and Social Psychology. Curt Paulsen, social work, with Cathy Paulsen, graduate programs, presented “From Spirituality to Empathy: Application to Dialectics in Marital Relationships,” at the National Council on Family Relations in November. He also presented “From Chaos to Order by Way of a Seven-Step Process from Freedom to Love” at the Lilly Conference West on College and University Teaching. Tim Pippert, sociology, presented “I Ain’t Seen Them in Awhile: Created Familites of Homeless Men” at the American Sociological Association annual meeting in August. Nancy Rodenborg and Lois Bosch, social work, presented a paper on using dialogue groups in teaching Master of Social Work students at the annual program meeting of the Council on Social Work Education in February. 19 Faculty/Staff Notes Presentations (continued) Patrice Salmeri, StepUP, and Ann Garvey, student affairs, presented about Augsburg’s StepUP program to the American Association of University Women (AAUW), Minneapolis branch, in September. Nancy Steblay, psychology, presented “Reforming Eyewitness Identification: Convicting the Guilty, Protecting the Innocent,” at a conference at the Cardozo Law School in New York. She also presented on lineup identification issues with real officers and real cases at the American PsychologyLaw Society conference in California, and on blind sequential lineup identifications in the field at a Hennepin County conference of law enforcement officers. Kathryn Swanson, English, served as a panelist for Theatre Unbound’s production of “Girls Got Pluck” and presented a paper titled “Ten Thousand Cups of Tea: American-born Chinese Women Sleuths” at the Popular Culture Conference in San Diego in March. reflection in a curvilinear magnetic field and formation of Alfvenic resonators on open field lines,” in the Journal of Geophysical Research, in 2005. In the same journal, Engebretson is lead author, along with co-authors Jennifer Posch ’94 and Brian Anderson ’82, at Johns Hopkins University; and acknowledged student contributors Geoff Shelburne ’05, Heather Greene ’05, Jon-Erik Hokanson ’05, and Ryan Nevin ’04, for “Ground and satellite observations of Pc 1-2 waves on open field lines poleward of the dayside cusp.” Engebretson is also a co-author of a study, “Density enhancement in plasmasphere-ionosphere plasma during the 2003 Halloween Superstorm: Observations along the 330th magnetic meridian in North America,” which recently appeared in Geophysical Research Letters. syllabi in international social work being published by the Council on Social Work Education. James Vela-McConnell, sociology, participated in a department chairs workshop at the annual meeting of the American Sociological Association. Publications Beth Alexander, physician assistant studies, was lead author of “Methods of Pain Assessment in Residents of Long-term Care Facilities: A Pilot Study” which appeared in the March/April issue of the Journal of the American Medical Directors Association. Tony Bibus and Rosemary Link, social work, published a chapter, “The Impact of U.S. Welfare Reform on Children’s Well Being: Minnesota Focus,” in Promoting the Well Being of Children, Families, and Communities, edited by Harriet Ward and Jane Scott and published in 2005. Jacqueline deVries, history, published an essay, “Rediscovering Christianity after the Postmodern Turn,” in the winter issue of Feminist Studies and two essays, “Women’s Religious Organisations” and “Women’s Charity Organisations,” in A Change in Attitude: Women, War, and Society, 19141918, edited by Susan Grayzel. Mark Engebretson, physics, and David Murr ’92, at Dartmouth College, are coauthors of an article with lead author Slava Pilipenko, Institute of the Physics of the Earth in Russia, and frequent visiting scientist at Augsburg for “Alfven wave 20 Bill Green, history, published an article, “Brown, Adequacy, and Young Men Getting Real about One Big State,” in the December/January issue of Minnesota Law and Politics, about the desegregation of Minnesota schools and the legal doctrine of “adequacy.” Rosemary Link, social work, is co-author with Lynn Healy of a collection of model David Matz, psychology, co-authored “Cognitive Dissonance in Groups: The Consequences of Disagreement,” in the Journal of Personality and Social Psychology, vol. 88. He also co-authored “Social Norms and Identity Relevance: A Motivational Approach to Normative Behavior,” in the Personality and Social Psychology Bulletin, vol. 30. Bruce Reichenbach, philosophy, published “Miracle Cure or Moral Quagmire?” about the ethics of stem cell research in the October issue of Covenant Companion. He also published “Dances of Death: SelfSacrifice and Atonement,” in Mel Gibson’s Passion and Philosophy, edited by Jorge J.E. Gracia and published by Open Court in 2004. He also authored “The Cosmological Argument,” for the online Stanford Encyclopedia of Philosophy in 2004. Nancy Rodenborg, social work, published an article, “Service to African American Children in Poverty: Institutional Discrimination in Child Welfare?” in the fall issue of Journal of Poverty: Innovations on Social, Political, & Economic Inequalities. Glenda Rooney, social work, is co-editor of the seventh edition of Direct Social Work Practice, published this year by Brooks/Cole. Winter/Spring 2005 An April 1999 article in Law and Human Behavior, by Nancy Steblay, psychology; Solomon M. Fulero; and students Jasmina Besirevic ’97 and Belia Jimenez-Lorente ’97— “The Effects of Pretrial Publicity on Juror Verdicts: A Meta-Analytic Review”—was one of the magazine’s top 10 downloaded articles in 2004. Francine Chakolis, social work, president of the Minnesota Alliance of Black Educators, coordinated a three-day summit on the Augsburg campus in October, “Yesterday, Today, Tomorrow,” addressing disparities in educational achievement. Kathryn Swanson, English, has been a team member for several accreditation site visits under the auspices of the Higher Learning Commission (North Central Association) and has served on readers’ panels and as part of the accreditation process. She is also an elected ARC (Accreditation Review Council) member. Honors/Awards Retiring football coach Jack Osberg ’62 was honored by Minnesota collegiate football coaches as the 2005 Man of the Year for his valuable contribution to football. Tony Bibus, social work, was elected chair of the Minnesota Board of Social Work, a board appointed by the governor that regulates social work practice in the state. Five Augsburg staff members won top honors at the annual awards banquet for the Minnesota Chapter of International Special Event Services (ISES) in March. Jodi Collen, event services, won the top prize for Best Event Logistics for her planning work on Homecoming 2004. She, Heidi Breen, alumni/parent affairs, and Marc Skjervem, student activities, won first place for Best Corporate or Non-Profit Event Planning—also for the weeklong Homecoming 2004. Kathy Rumpza and Sara Kamholz, public relations and communication, won top prize for Best Use of Graphic Design for the range of publications and promotional materials used for the 25th anniversary of Advent Vespers. Winter/Spring 2005 ‘Thirsty for God’ R eligion professor Brad Holt’s recent book seeks to help readers understand the thirst they experience in their relationship with God, but may not realize or understand. Thirsty for God is an updated and expanded edition of Holt’s work by the same name from 1993 that now broadens the survey of persons and institutions included under Christian “spirituality.” It expands the body of non-Western Christian materials and includes maps identifying locations of people and movements described. “This is a needed text for students and for the lay person,” says Holt, “to help them understand the global perspectives of Christian spirituality. It is not just about Europe and the U.S.” Holt makes the distinction between “spirituality” and “religion” within the context of 20thcentury scholar Baron von Hügel’s tripartite nature of religion as intellectual, institutional, and mystical. Holt equates spirituality with this mystical dimension, and thus a necessary component for well-rounded Christians. The book is accessible and free of the jargon that writer Kathleen Norris, by Betsey Norgard who is included in the book, refers to as “scary words” in the theological lexicon. Holt intends for this book to be as much about “formation”—what he calls “discovery of new being, new relationships, and new practices”—as it is about “information.” Each chapter contains spiritual practice exercises. Organized chronologically, the survey of Christian spirituality begins with early Christian times and carries forth into the 21st century to include such disparate Western contemporaries as Jean Vanier, Jim Wallis, Cesar Chavez, and Robert Schuller. From the Third World, Holt discusses, for example, the Virgin of Guadelupe, liberation spirituality, Pentecostalism, and African indigenous churches. Holt will travel to Italy for six weeks this summer, as one of 15 scholars in various disciplines selected by the National Endowment for the Humanities (NEH), to study one of the subjects in his book, St. Francis of Assisi. The scholars will examine source texts and visual representations of the saint within his 13th-century world to better understand his meaning for today, beyond the popular images. Stephen Geffre Noteworthy Professor Brad Holt’s recent book expands the survey of Christian spirituality. 21 4 THROUGH THE EYES OF TEACHERS, THE EYES OF STUDENTS English professor Kathy Swanson and her husband, Jack, both former Peace Corps volunteers, led a group of nine Augsburg students to their Thai village home of 35 years ago for an internship in teaching English. The students lived Thai culture through the eyes of teachers Kathy and Jack; through the Thai teachers, some of whom are former students of the Swansons; and through the schoolchildren. Excerpts from the Augsburg students’ final papers describe their experience. 4 SEEING THE ‘REAL’ THAILAND I’ve never even seen the ocean!” …“I can’t wait to see Bangkok.”… “Do you think it’s safe?”… “Does the flight really take 26 hours?”… “I already miss my mom!” These were some of the comments we heard as nine Augsburg students, my husband, and I waited to board the first leg of the flight that would take us back to the place we had called home 35 years ago. Jack and I served as Peace Corps volunteers, teaching English in a small rural village, Prachuab Kirikhan, Thailand, during the height of the war in Viet Nam. Now we were returning, for the second time, but with the responsibility of nine students, some of whom had not traveled beyond the Midwest. “We want to see everything through your eyes,” Jack had told the students. We all expected adventure, some chaos, and wonderful experiences. We knew these three weeks would open our students’ eyes and hearts; we didn’t know how significantly it would change their lives. Our family had returned to Thailand several years before the Augsburg trip and had found that Bangkok had become a huge, modern city, but that our village had remained essentially unchanged. Yes, there were now a 7-Eleven store that offered ice cream and pizza, an ATM machine, and Internet cafes, but the essence of Thailand was there. Prachuab had remained a sleepy, beautiful, fishing village. Walking through the market in the center of the village, we found piles of fish and shrimp 22 by Kathy Swanson from the morning’s catch, baskets of chilies ready for curries, mounds of chicken feet, stands with mangoes and sticky rice, and hills of pineapple, durian, and mangosteen fruit. Most importantly, we found that time had not erased memories we had for our former students and they for us. Returning to the schools where we had taught English, we found that several of our former students were now teachers. They welcomed us with gifts, hugs, and tears and we began thinking about sharing this magnificent place with Augsburg. “You can bring students to teach us,” we were told—and the seed was planted! After my course in Teaching English in Thailand was approved as an English elective, Jack and I began making plans for the trip. We knew that the heart of the experience was to be living and teaching in our village. We also wanted students to see parts of Thailand that tourists likely would miss. Arranging to be present in the village school when classes began after the rainy season, we planned to begin the adventure in Bangkok, then travel to Chiangmai, and then south to Prachuab Kirikhan. Most important to us was that our Augsburg students experience the real Thailand as we had so many years before. And so, after crossing many time zones, watching many inflight movies, and trying to sleep in cramped airline seats, 11 Auggies arrived in Bangkok, Thailand. Even though it was Winter/Spring 2005 2 midnight, traffic was heavy and the heat was oppressive. Too excited to sleep, we checked into the hotel and all set off down Sukhimvit Road. Smells of unrecognizable things, sights of unfamiliar occurrences, and sounds very non-Minnesotan overwhelmed us until we had to give in to sleep. We spent the next several days seeing Bangkok’s magnificent temples and palaces, sampling foods students had never imagined existed, holding giant snakes at the Pasteur Institute, winding through old Chinatown, riding in both tuk-tuks and the new skyway train, and trying to survive humid, 100+ degree temperatures. Ready for a respite, we flew north to Chiangmai. Here we were met by representatives from Payap University who made sure Midwest students understood proper and polite Thai behavior. “Don’t cross your legs so that your toe is pointing at anyone;”… “Never touch anyone on the head;”… “Wear skirts and long pants in the temples;” … “Acknowledge one’s social status by the appropriate wai (bow).” In Chiangmai, we learned about Thai history and culture, spent time at the night markets (after practicing bargaining in Thai!), visited a mountaintop temple, rode elephants through the jungle, trekked on a visit to hill tribes, and rode bamboo rafts down a jungle river. Despite these exciting events, I believe all the students would agree that the highlight of the trip occurred during a stop on our way to the airport as we were leaving Chiangmai. The grandma of one of our students, Rachel Schuette, and her church friends had sent handmade quilts with each of us. We had carried these 15 quilts until we stopped at an orphanage to deliver them to the children. Seeing excitement and joy on the faces of these children as they sang for us and finding tears on our own faces as we left them is a memory none of us will forget. After Chiangmai, we took a long, hot, Thai travelers’ trip by train south to Prachuab. Located on the Gulf of Siam, with the mountains of Myanmar to the west, Prachuab is unspoiled paradise. Here students marched to the secondary school, notebooks and lesson plans in hand, to join Thai students on that first day of the term. We were introduced and welcomed at the opening assembly and then began teaching. Moving from class to class, level to level, each class period, Winter/Spring 2005 Left: Kathy Swanson (back row, sixth from left) poses with students she and Jack taught in their Peace Corps days in Prachuab Kirikhan. Many are now teachers in the school where the Augsburg students practice-taught. Right: Nine students traveled to Thailand to practice-teach English with Professor Kathy Swanson and her husband, Jack, in the village where they had served as Peace Corps volunteers 35 years ago. (back row L to R) Jack Swanson, Carl Butler, Jeff Moores, (third row L to R) Kathy Swanson, Stephanie Nichols, Rachel Schuette, (second row L to R) Sue Kneen, Sabrina Jurey, Bekah Chell, (front row L to R) Annie Reierson, Anna Warnes. Augsburg students learned quickly how to gesture and communicate with just a few Thai words. Jack and I moved around with them, helping occasionally, but mostly sharing in this wonderful experience. After a few days, students felt at home. Every morning as we participated in the school’s opening ceremony, Thai students waved and welcomed us. One of our students received a Thai name, many received gifts, and all realized we were receiving much more than we were able to give. Teachers hosted a party for us toward the end of our time in Prachuab and we reciprocated the next evening. Some of our former students from our Peace Corps days joined us and led rounds of the Peter, Paul, and Mary songs we had taught them 35 years ago. There were no dry eyes in the room after we all joined Ratchana, one of my former students and now a teacher in the secondary school where Augsburg students had spent their time, in “To Sir, with Love,” the song she chose to honor us as teachers. Carrying gifts and e-mail addresses from their Thai students and unconsciously humming “500 Miles,” Augsburg students left Prachuab for Bangkok and Minneapolis. “Saying farewells amid smiles, hugs, and many tears, we promised to return someday soon—and I’m sure we will. For, as one student said, “There’s so much about the world I didn’t know. I thought this trip would change me; I just had no idea how much!” Kathy Swanson is professor of English and chair of the English Department. She directs the English as a Second Language program. 23 j TOUCHING MY HEART by Anna Warnes ’05 Above: For Anna Warnes, traveling in Thailand was an experience for all five senses; but most important were the friendships she made that touched her heart. Thailand is an experience, not just of the mind or for the eyes, but a complete immersion into the culture. Unless you stay at a pristine, exclusive hotel in Hua Hin, it is hard not to touch all five of your senses in Thailand. For me, Thailand was an adventure of smell, sound, taste, sight, and touch, and most importantly, an experience of the heart. The sounds of Thailand are like nothing else. After spending 26 hours on a plane listening to movies, people snoring, and babies crying, the drone of traffic is a welcomed sound in Thailand. Bangkok always had the sound of buzzing tuk-tuks in traffic and trains overhead, but it also had more profound sounds. The sound of complete silence in the wat (temple) with the many pagodas and the loud, but quite musical, sound of blind musicians singing into microphones as they wandered the streets come to mind. Chiangmai had the sound of rushing water over rocks as we slipped by in our open raft and the constant sound of bartering hill tribe women with their silver jewelry and colorful hats. Chiangmai also had the sounds of Doi Suthep with its deep bells booming over the hill and children playing amongst the tourists and monks. Prachuab had the sound of rain, whether misting or pouring, washing the market streets. Prachuab also had the 24 sound of monks blessing people in the early morning hours, speaking and singing prayers over women bowed before them. Amusingly, the national anthem was played at school every morning by the marching band and on the loud speakers, and it also played in my head for the remaining 23 hours of the day until my roommate would throw a pillow at me! My favorite sound of Thailand was the sound of singing. Several times the former students, Kathy, and Jack sang “500 Miles” by Peter, Paul, and Mary. It certainly wasn’t the beauty of the singing that struck me, but the fact that the students remembered all the words and sang them so faithfully. It was obvious that the students had been significantly moved by their teachers. As the students sang, you could see the love and appreciation exuding from them; so much so that it made my eyes water every time they would sing. When I heard the students sing, I could only hope that I too would have such an influence on a group of people. … Forming relationships with my students was an aspect of teaching that really touched my heart. I was able to get especially close to two of my students, Maew and Por. These students were extremely helpful to me in the classroom and they both wanted to learn English so badly. On the Friday evening of the teachers’ dinner, Maew and Por were able to eat dinner with me. I loved talking to them about anything from music to Por’s schooling abroad to my family and America. Maew and Por have e-mailed me several times since our group returned to the United States. They like to ask me questions about my jobs or different musical acts in the U.S. I think it is great that I was able to connect with these students in such a way that they feel comfortable e-mailing me and talking to me about their lives as well as mine. … Thailand is not a place that can be seen on a National Geographic episode and be fully comprehended. I had to smell the markets, hear the temple bells, taste the pineapple, see the countryside, touch the silk, and feel my gia (heart) warmed by the people in order to know Thailand. The exciting part of my experience in Thailand is knowing that there is so much more waiting for me to encounter when I go back. Anna Warnes completed her studies in December 2004 with a major in English. She plans to attend law school. Winter/Spring 2005 BECOMING A TEACHER 1 In his first teaching experience, Jeff Moores ’05 just barely got his feet wet in the classroom and left Thailand wishing he had more teaching opportunities, as well as anticipating his next return trip. “Tomorrow,” I wrote in my journal on Sunday, May 16, “I become a teacher.” Unofficially, of course, and I’m technically still very much a student; but, I’ll be stepping into a role, a job, that rivals that of prostitution for the title of the world’s oldest occupation. I’m feeling what every teacher—from Kathy in her initial teaching years, to Aristotle—must feel when faced with the daunting task of instilling knowledge upon youthful minds: nervousness, anxiety, fears of inadequacy. But mostly, I’m excited. Excited for something new, something frightening, an experience that might open my mind along with those of Thai students. … My most challenging teaching experience in Prachuab happened at the end of Thursday. … At 3 p.m. I returned to the English office to track down a teacher-less class to take over or an occupied class to observe. I was quickly told that Stephanie was teaching level 6/9. I hadn’t taught or observed a high grade level yet, so I thought it would be worthwhile to attend. … Outside the classroom, the slightly older students relaxed on the benches, some slumped over with the end of the day, others energetically giggled with friends. One thing was certain: Stephanie had not yet arrived. I looked at the students in a way that hopefully said, “I’m the teacher; time to start. Get in. Sit down.” Friendly, of course, but I wasn’t about to let the older students walk all over me. Meanwhile my head was reeling: Stephanie’s not here; my lesson plans are for younger students; are they expecting Stephanie? What if they already know everything I’m teaching them? A deep breath later, I calmly flipped through my Winter/Spring 2005 by Jeff Moores ’05 notebook as they settled down. Dictation. That was it, an exercise I had not yet utilized. I slowly read four sentences about a man going to a market and then returning home to eat dinner and watch TV. Their attentive gazes and lack of utterly confused looks encouraged me, but it was difficult to discern whether they were genuinely interested or if they were simply patronizing the new foreign teacher. A few of the boys, including one who sat in the middle of the front row, were energetic and active, sometimes scratching their heads and employing grimaces of misunderstanding or raised eyebrows of clarity. Stephanie showed up about halfway through the class, hopefully adding to any authority I had over the classroom. In the end we walked away not knowing what to conclude. I had felt a lack of influence with level 3/9, and now I felt a lack of respect from level 6/9. On top of it, inadequacy stemmed from having viewed [regular teachers] Charles and David wielding their experienced skills. The mere 10 pages of this essay cannot begin to explore the intense realizations I began uncovering about my future as a mentor, a teacher, a parent—an adult. Luckily, as I suspected it would, my thirst for Thailand continues. A week in Prachuab was not enough time teaching English. I wanted two, three weeks to practice my skills. I wanted to tutor university students and come into contact with all age levels. After my first trip, I predicted that I would definitely return to Thailand someday. I found myself in Bangkok’s busy streets sooner than I thought. Jeff Moores is in the Honors Program and is a senior majoring in English with a concentration in writing. He is news editor of the Echo. This was his second trip to Thailand. c 25 ef MY GOD AND YOUR BUDDHA— THE SAME, ONLY DIFFERENT by Sue Kneen ’04 As a religion major and a prospective seminary student, I was most anxious to see and experience Buddhism first hand. … As I really thought about it, there is much that our faiths have in common: God or Buddha, do good works, eternity or Nirvana, God is omnipresent or eternal nothingness, prayer, denying self, look to pastors/monks, churches and temples, worship, help the poor and taking care of your neighbor. There really isn’t anything so unusual—only different. I thought [our Bangkok tour guide] Panya’s comment summed it all up well as he said with great feeling, “My Buddha and your God, they are the same. When we are sad, we talk to Buddha. Sometimes we talk to a monk, and he makes us do better with what he says, but sometimes we don’t want to tell anyone, so we talk to Buddha. And we feel better; we feel lighter and THE REAL happier.” Now that sounds just like me and my God. I’d like to quote what I wrote in my journal as I stood on top of “Monkey Mountain,” listening to the hauntingly beautiful Buddhist music and the chanting of the monks, and the pungent aroma of their incense lifted to my ears and nose, and the cool breeze smoothed against my face: “It was a beautiful view from on top of the hill over the ocean, Prachuab Kirikhan, and a big sprawling temple to the west. What was especially significant to me was seeing the building where the monks had their evening meditation and hearing them chant and hearing their music. I will never forget that feeling. I imagined and hear them praising their God as I do mine (for lack of better words). It was a feeling and very real sense of oneness while very different. It was surreal and profound. I am thankful for this experience.” FACES IN THE Prachuab Kirikhan is located on the east coast of Thailand, on the Gulf of Thailand. It escaped the massive destruction of the tsunami that devastated areas farther south on the west coast. Of course, when the tsunami hit, everyone from the trip feared for his or her old and new friends. Anna Warnes was the first to hear news from Prachuab. “The day before the tsunami struck I received an e-mail from one of my Thai students. Maew, a sweet 12-yearold, wrote me one of her typical e-mails: ‘Hello Miss Anna, how are you? How are your studies? I am fine. My family went on holiday. It was fun,’ etc. “The next day I heard about the tsunami on the news. I immediately thought of Maew. I wrote her an e-mail: 'Maew, 26 Sue Kneen ’04 gained a rich introduction to Buddhism as she prepared for her own seminary studies. It seems I am very fortunate indeed to have been introduced to a culture such as this through the lens of respect and deep affection. … I will never be the same, and my daughters and those with whom I have the privilege to share about my trip will be able to see some of Thailand and foreign travel for themselves. Sue Kneen graduated from Weekend College in 2004 with majors in English and religion and is now studying at Luther Seminary. TSUNAMI are you safe? Were you hit by the wave?' I received a response within a day. Maew was in fact safe, although her father had been working near Phuket, and he was injured but alive. “By expanding the world classroom and making connections with people in Thailand, the tsunami affected real people, people I knew. The tsunami did not kill thousands of faceless people on the other side of the world; the tsunami killed people I may have met and learned from.” Winter/Spring 2005 C ONE STUDENT I MAY HAVE TOUCHED by Rachel E. Schuette ’03 SEEING THAILAND THROUGH KATHY AND JACK’S EYES “Kathy and Jack also had endless tidbits about Thai culture to share with us throughout the three weeks. Whether we received lessons about teaching English, how to eat at a Thai restaurant, or when to take our shoes off at a Buddhist temple, Kathy and Jack’s previous knowledge of Thailand was a critical part of the wonderful experience we shared.” —Jeff Moores “The entire trip was affected because Jack and Kathy led Rachel Schuette ’03 compiled a lesson plan book, in collaboration with Professor Swanson, with materials from the Augsburg students’ lessons “to show appreciation for the gracious welcome they received from everyone in Prachuab Kirikhan.” It has been three weeks since we returned home and I am still on “Thai time,” meaning I feel much more laid back and not really pushed to do anything in a hurry. … I learned so much from this experience; it is difficult to pinpoint the important issues. Being a teacher is not always about teaching test-ready material. It was not until about the third day of teaching in Prachuab that I realized this. I wasn’t there to teach them how to conjugate verbs perfectly, or to show them how to use articles all the time. I was there to learn from them and to hopefully share my culture with them. There was no test on Friday or review of information; the visit was much more than that. It was an experience that I will keep with me for the rest of my life. It will serve as a reminder every time I walk into a new classroom or job. It made me appreciate what I have here in America, but still understand that just because some people do not have these luxuries, they may be just as happy as I. It was apparent through the interactions among Professor Swanson, her husband, and the former Thai students that a lifetime connection can be made. Truly, for me, it was finding that one student whom I feel I may have touched, but who really touched me, that makes me say, “YES! That is why I went to Thailand.” ■ Rachel Schuette graduated in 2003 with a double major in English and secondary education/communication arts licensure. All photos were taken by participants on the trip. Winter/Spring 2005 the way, I suspect. On just a superficial level, the heat, the smells of the streets, some of the foods, and the different standard of living we enjoy could have easily been turned into disgust by travelers not accustomed to such extremes and who were not constantly challenged to look deeper for beauty and meaning and perhaps a different way of living life.” —Sue Kneen I 27 28 Winter/Spring 2005 Learning with your heart by Judy Petree photos by Stephen Geffre A Long distances and remote locations make healthcare delivery difficult on the reservation. Winter/Spring 2005 visit to the Pine Ridge Indian Reservation helps nursing students bridge cultural differences to experience health care from the perspectives of a community long underserved by mainstream healthcare systems. Last November, three Augsburg nursing students—Sharon Gentile, Susan Loushin, and Cathy Miller—spent several days on the Pine Ridge Indian Reservation in southwestern South Dakota. Led by Cheryl Leuning, professor and chair of the Nursing Deptartment, and Susan Nash, nursing professor in Augsburg’s Rochester program, the experience is one of several nursing practicums offered in the Master of Arts in Nursing program. Augsburg’s graduate nursing program prepares nurses for transformational leadership and transcultural practice across care settings, especially as they address health inequities. At Pine Ridge, they became immersed in a community with different cultural values and traditions that has long remained outside the mainstream of the health care system. The Pine Ridge Reservation encompasses about two million acres and is home to approximately 40,000 Lakota people. Pine Ridge is also home to two of the poorest counties in the nation. According to the “Village Earth” online newsletter and “Pine Ridge Reservation” (pineridgerez.net), the unemployment rate is 86 percent, versus a 5.5 percent national average; and 63 percent of the people live below the federal poverty level. Alcoholism affects 8 out of 10 families, and half of the people over the age of 40 have diabetes. The infant mortality rate is the highest in this continent, and the school dropout rate is more than 70 percent. The Indian Health Service is understaffed and ill-equipped to 29 Pastor Larry Peterson, director of the Pine Ridge Retreat Center introduces the students to Lakota culture before they begin their home visits. (L to R): Cheryl Leuning, Nursing Department chair; Susan Loushin; Sharon Gentile; Cathy Miller; Sue Nash, Rochester program nursing professor; and retreat center director Larry Peterson. fully address the health needs of the community. Consequently, health inequities continue to increase. The students spent two days shadowing the Indian Health Service (IHS) nurses from the reservation who served as cultural guides. However, before the students became immersed in the program, they gained a brief insight into the Lakota culture and history through visits to Prairie’s Edge Native American Cultural Art Center in Rapid City, and short stops at Mount Rushmore and the Crazy Horse Memorial. At Pine Ridge the students stayed in 30 the Pine Ridge Retreat Center, run by Pastor Larry Peterson. Peterson sat down with the group the first night to give them a brief lesson on the Lakota people, some dos and don’ts, and what they should expect when going on home visits. “Knowing the culture of the Lakota people is really important when interacting with them,” Peterson said. Another history lesson came from Leonard Littlefinger, Lakota cultural teacher at the Loneman School in Oglala. Littlefinger has been the IHS hospital administrator at Pine Ridge for a number of years, and is also the great, great grandson of Lakota Chief Big Foot, who was slain in the Wounded Knee Massacre of 1890. Littlefinger shared with the students the key values integral to the culture of his people, their past and future. “The Lakota people are the fastest growing people, yet have the greatest health issues,” he said. “It’s not just about a healthy body, but about a healthy spirit and soul as well.” Karen Red Star, health educator with the Indian Health Service, also shared her experiences as a healthcare provider on the reservation. She advised the Winter/Spring 2005 For Leonard Littlefinger, Lakota cultural teacher and great, great grandson of Chief Big Foot, a healthy spirit and soul are as important to his people as a healthy body. Augsburg student Sharon Gentile (background) shadowed Indian Health Service nurse Sally Mercier (left) in home visits on the reservation. students to be “culturally sensitive,” as there is a high turnover of healthcare providers on the reservation and the clients see different people all the time. “This makes it more difficult to establish any sense of trust and familiarity.” Equipped now with some background information, the students were ready to pair up with the public health nurses at the Indian Health Service and begin their home visits. For the next two days, the students set out with registered public health nurses Rod Sahr, Sally Mercier, Kendra Lone Elk, Mary Moussear, and Andrea Pond, visiting homes in town and out in the countryside. The nurses clued the students in on what to expect in the coming days. Sahr said that much of his time is spent simply tracking down clients, as families on the reservation move frequently. And, as frustrating as that can be, he said, you learn when to keep searching for them and when to move on. “There are hundreds of people we have to see, but just don’t have the time,” Sahr said. “Actually, there is probably someone we’re supposed to see in every single house.” Not only is relocation a factor, but Winter/Spring 2005 also many of the homes in the country are miles apart. Some people live on long, rut-filled, one-lane dirt roads, miles off of the main highway. Obviously this causes problems in the wintertime, Sahr commented. One of his clients is an elderly woman struggling with diabetes. She and her husband are also raising their two grandsons, not uncommon on the reservation, said Sahr. Family connections are a strong part of Lakota culture and tradition. One of the keys, he told the students, is to listen and treat the clients with respect. He demonstrated this by just visiting with the client at first, asking her about their grandsons and family, and only after this initial conversation moving on to the health issues. Lone Elk, another public health nurse, also modeled how relationships were built during each home visit. “You need to build up a rapport with the people. You need to get them to trust you, or they will agree with whatever you say just to get rid of you.” Many of the visits throughout the two days included varied services—vaccinations, monitoring of blood sugar levels and blood pressure, new mother and baby checkups, and post-surgical visits. Throughout, however, was what one student described as the “wonderful way the nurses have of working with the clients.” “There’s more to health care than just the medical side of it,” nursing student Sharon Gentile said. “I feel there is a need to find a better way, a better approach to health care.” Cathy Miller, a public health nurse in the Rochester, Minn., area, shadowed Lone Elk one of the days, and told Lone Elk that much of what she does is not that different from what she was seeing on the reservation. “The first time you visit you see so much, you just want to jump in and fix everything,” Miller said, “but you have to take it slow and gain their trust first.” Miller came to Augsburg because she was looking for a program that would enhance her own work as a public health nurse. “Some of the art of nursing has gone by the wayside,” Miller said. “It’s not enough to know what the diagnosis is, but what the barriers are that may be preventing treatment. Many times it’s just a cultural misunderstanding.” 31 Miller added that she sees transcultural nursing as giving nurses the tools to practice both the “art of nursing and the science of nursing,” and a way to bridge barriers through understanding culture and cultural differences. “It has opened my eyes to see that there are other ways to look at problems. Ten years ago I never would have done that.” At the end of the day, all of the students remarked on the value of the experience. “The nurses all showed empathy, respect, persistence, and true interest in their clients,” Miller said. “The healthcare provider needs to truly listen, be present, and value what the Lakota person shares as being important to them. Only then can they (the provider) move on to an effective partnership.” Listening in an intentional way, Leuning said, is a skill that needs focused practice. It is an integral part of Augsburg’s nursing program, built into classes from the very beginning of the students’ educational journey. “I think the uniqueness of these practicums is that we can more easily identify preconceived ideas that block true listening and hearing of the other person’s voice,” Leuning said. “Experiences like this uncover our own biases and values. Once we experience that ‘aha’ kind of moment, it provides a prototype for applying skills to our own daily life and interactions.” Nash added that this practicum opens the world to the students. “Having this opportunity to closely experience other cultures first hand will give the graduate nursing students an incredible opportunity that expands their world view.” These aren’t sightseeing trips, Nash continued, but rather opportunities to walk side by side with other people and to view the horizon from the other person’s perspective. “That kind of experience is truly life changing and transforming,” she said. “It is more than head learning. It is heart learning.” ■ Small medicine bags hang on the chainlink fence surrounding the mass grave at the site of the Wounded Knee Massacre on the Pine Ridge reservation. Judy Petree is media relations manager. 32 Winter/Spring 2005 Learning nursing care across cultures H ealth is influenced by culture, belief, and values, and it often suffers when the culture is not understood. Today, the influx of immigrants to the United States, particularly to Minnesota, is severely challenging social service programs. A disproportionate burden of disease and suffering experienced by minority and foreign-born populations in the United States is but one indication that the healthcare system is ineffective. Given the current shortage of nurses, it is not surprising that there is an increasing demand for professional nursing leadership to provide culturally-congruent health care to people of diverse cultures with emphasis on holistic care, cultural diversity, and community-focused practice. Augsburg’s graduate nursing program prepares nurses for advanced transformational leadership and transcultural practice across care settings. Through nursing practicums, Augsburg students form relationships with persons representing diverse cultures both locally and globally in order for the students to understand the health inequities that people experience. Learning how to do this while preserving the cultural dignity of others goes Winter/Spring 2005 beyond basic nursing skills. The aim of the program is not for every student to become an “expert” in every culture, but rather that every student will learn skills that are necessary to become a culturally competent nurse, such as basic knowledge of cultural differences and the awareness of differences in delivery of patient care; recognition of the nurse’s own bias and influence of personal culture views and practices; and an awareness and respect for cultural communication issues, etiquette, and problem solving. The practicums are a vital part of Augsburg’s nursing program, says Cheryl Leuning, nursing professor and department chair. The focus is on reaching populations underserved by traditional healthcare systems. “If a student can see the world through another’s eyes, it changes how they see their own world. It is the unique balance of in-class and incommunity opportunities that attracts students to the nursing programs.” Augsburg offers nursing practicums for both graduate and undergraduate students in several cultural contexts: Namibia, Mexico, Guatemala, the inner cities of Minneapolis/St. Paul and Rochester, and at the Pine Ridge Indian Reservation. ■ 33 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… A ugsburg College alumni are a pretty amazing bunch. Consider Carol (Johnson) Casperson ’60 (profiled in this issue on p. 38), who is working to create affordable housing nationwide with Habitat for Humanity. I’m thinking also of 2004 Distinguished Alumnus Dr. Brian Anderson ’82, who is working on pioneering physics research, as well as Alumni Board past president Dr. Paul Mueller ’84 from the Mayo Clinic and First Decade awardee Susan (Horning) Arntz ’94, city manager for the City of Waconia. These folks and many others have passed through Augsburg on the front end of their life journey, and all have significant, everyday impact on the lives of other people. They all have very different vocations, but share one similarity—they all received an undergraduate degree at Augsburg College. Which other group of amazing people is forming new ideas, creating new journeys, and setting new standards? Why, that group is attending Augsburg right now! They are participating in one of many world-class Augsburg programs that deliver transforming education: • The Center for Global Education connects students with learning opportunities around the world, while the Center for Service, Work, and Learning finds opportunities for experiential education locally. • Augsburg offers great athletics including a nine-time national championship wrestling team along with superb women’s hockey. • The nationally recognized StepUP program offers a supportive educational environment for students in recovery. • Augsburg is one of 12 colleges nationally chosen for excellence in its first-year program. • The Weekend College program offers the most comprehensive and quality adult learning program in the region. • New graduate programs like the Master of Business Administration are providing expanded and growing learning opportunities for adult learners. There is a renewing group of leaders attending Augsburg right now. They are future alumni who will go out into the world and impact our lives and communities. I am so proud to be part of this transforming educational community, and all that we do! Bill Vanderwall ’93 WEC President, Alumni Board Alumnae present gift to the Women’s Resource Center I n December, five Augsburg alumnae presented a special gift to the Anne Pederson Women’s Resource Center in honor of former Augsburg professor Dr. Gerald Thorsen and in commemoration of the 40th anniversary of their graduation from the College. The five women, who refer to themselves as the “619 Club” (so named for the house they resided in as students on 22nd Avenue—the site now occupied by Foss Center), are Class of 1964 alumnae Betty (Hanson) Rossing, Karen Kohout, Ellen (Paulson) Keiter, Sandra (Simpson) Phaup, and Deanne (Star) Greco. The women met during their freshman year in the advanced freshman English/Western literature course taught 34 by Thorsen. “Dr. Thorsen, never one to slight the intellectual talents of women, encouraged us to stretch our critical abilities and tackle literary analysis,” says Greco. “Two of us became English majors, in part inspired by our experience in his class. “Thank you, Dr. Thorsen, for the part you played in forming our lives and careers,” continues Greco. “We are pleased to honor you, a ‘feminist’ before it was fashionable, by making a gift to the Women’s Resource Center in your name.” Five alumnae presented a special gift to the Anne Pederson Women’s Resource Center in honor of former Augsburg professor Gerald Thorsen and in commemoration of the 40th anniversary of their graduation from the College. Pictured, L to R, are Deanne (Star) Greco, Sandra (Simpson) Phaup, Ellen (Paulson) Keiter, Karen Kohout, and Betty (Hanson) Rossing. Winter/Spring 2005 Third annual Connections event honors Jane Freeman J ane Freeman, former first lady of Minnesota, was presented the “Leading Leaders” award at the third annual Connections—A Women’s Leadership Event in January. The award, which recognizes those who have inspired others to high levels of achievement through vocational, community, and civic leadership, honors Freeman, who has led by example as the first lady of Minnesota from 1954–60, and as president of Girl Scouts of the USA from 1978–84, building the organization and shaping the futures of many young women through her vision and dedicated service. Frances Hesselbein, current chair of Jane Freeman (front row, right), former first lady of Minnesota, was presented the “Leading Leaders” the Board of Governors of the Leader to award at the third annual Connections—A Women’s Leadership Event in January. She is pictured here along with fellow event presenters: (front row, L to R) Ami Nafzger ’94, Frances Hesselbein, and Jane Leader Institute and former CEO of the Freeman; (back row, L to R) Jennifer Martin, Gloria Lewis, Jean Taylor ’85, Kathryn Tunheim, and Phebe Girl Scouts, made a special trip to take Hanson ’50. part in this year’s event to help present the award to her friend and former Girl Scouts colleague. Hesselbein defined leadership as “a state of being” and not something that you “do,” and offered her friend, Jane Freeman, as the perfect example of grace and leadership. Co-sponsored by Augsburg and Thrivent Financial for Lutherans, this year’s gathering joined more than 100 women from Numerous Augsburg students participated in the event’s throughout the community these two students gained valuable insights from for a morning of inspiration, activities; Koryne Horbal during a roundtable networking discussion. encouragement, networking, and empowerment. Board of Regents, who inspired the group Several Augsburg alumnae provided with her own discovery of how she is able Frances Hesselbein (left), former CEO of Girl an excellent program with Augsburg to share her unique gifts and talents with Scouts of the USA, presented the “Leading Leaders” award to her friend and former Girl regents Gloria Lewis and Jennifer Martin others more effectively after learning how Scouts colleague, Jane Freeman (right). providing the welcome and the closing. to also receive gifts from others. Ami Author Phebe Hanson ’50 set the tone Nafzger ’94 shared her journey as a Link (G.O.A.L) to provide services and with a poem from her new book Why Korean adoptee of finding her place in support for other adoptees on their path Still Dance—75 Years: 75 Poems. the world. She spent several years in of self-discovery. Featured speakers included Jean Korea after graduating from Augsburg Mark your calendars for the fourth Taylor ’85, president of Taylor exploring her heritage, and ultimately Connections event next January 28. annual Corporation and chair of the Augsburg founded the Global Overseas Adoptees Winter/Spring 2005 35 Alumni News Alumni events calendar Please join us for these upcoming alumni and parent events (see also the college-wide calendar on the inside back cover for additional events): April June 28 Senior Reception hosted by the Alumni Board, East Commons, Christensen Center, 4:30–6 p.m. 14 Auggie Hour at Three Fish, 3070 Excelsior Blvd., Minneapolis (near Lake Calhoun and Whole Foods), 612-920-2800, 5:30 p.m. Meet the new Auggie coaches! May 6 Special reception for business graduates (all Augsburg faculty, alumni, and 2005 business graduates are invited), Christensen Center, 4–6 p.m. 10 Auggie Hour on-campus reception for all current and former Alumni Board members, 5:30 p.m. 24 Class Agent Year-in-Review, Minneapolis Room, Christensen Center, 5:30 p.m. 23 Alumni Board meeting at Canterbury Park, 5:30 p.m. July 12 Auggie Hour at Trattoria Da Vinci, 400 Sibley St., St. Paul, 651-222-4050, 5:30 p.m. August 9 Auggie Hour at Dock Café, 425 Nelson St. E, Stillwater, 651-430-3770, 5:30 p.m. 18 Canterbury Park Alumni Event (Watch for details this summer!) ALUMNI TOUR TO CHINA Join alumni and friends of the College on a discovery tour of China hosted by Brad Holt, professor of religion. Plans are in progress for a May 2006 two-week tour featuring the history, culture, and scenic beauty of China. Discover treasures of this ancient land and witness China’s rapid growth in the 21st century. The tour begins in Beijing with visits to the Forbidden City, the Great Wall, the Ming Tombs, and the Summer Palace. Marvel at the thousands of terra cotta warriors uncovered in Xian in 1974 and dated to 221 BC. Experience China’s historic and majestic Yangtze River on a four-night cruise. Few places on earth match the splendor of the Yangtze River’s Three Gorges, which will be flooded by the dam project at the end of this decade. The international city of Shanghai concludes this travel experience. More details available later this spring; call or e-mail the alumni office at 612-330-1178 or <alumni@augsburg.edu> to get on a special mailing list for further information. 36 Parent Council is invited… Parent Council members are invited to attend the annual New Student Orientation, June 17–18. Contact Alumni/Parent Relations at <alumni@augsburg.edu> for more information. Auggie Day at Como Park Bring your family to Como Park in St. Paul on June 4, 11a . m. –1p. m. , for this fun annual event. Bring a picnic lunch (BBQ grills are available) and Augsburg will provide beverages and goodies, giveaways, and fun for the kids. For more information, contact Alumni/Parent Relations at <alumni@augsburg.edu>. Annual golf tournaments Alumni are invited to participate in Augsburg’s Annual Men’s Hockey Golf Tournament on June 10 at Manitou Ridge Golf Course in White Bear Lake, Minn; cost is $90 per person (contact Mike Schwartz ’83 at 612-330-1163 for more information). Alumni are also invited to the 42nd Annual Clair Strommen A-Club Golf Tournament on June 27 at Pebble Creek Golf Course in Becker, Minn. (contact Ron Main ’56 at 612-338-4824 for more information). Homecoming 2005 Attention Auggies from the classes of 1955, 1965, 1980, and First Decade, 1995–2005: This is your reunion year! Plan now to join your classmates this September 26–October 1 for the annual Homecoming festivities and your reunion reception! Watch your mail and upcoming editions of the Augsburg Now for complete details; please let us know your current e-mail address at <alumni@augsburg.edu>. You can also stay up-to-date by visiting the alumni Web site at <www.augsburg.edu/alumni>. Winter/Spring 2005 CLASS NOTES Class Notes Rev. Jim Glasoe recently published The Immigrant’s Treasure (Publish America), a factbased, fictional biography of his late grandfather, Michael Glasoe, an ambitious young Norwegian who emigrated to America in 1886, settling first in Minnesota and eventually homesteading in North Dakota. Jim and his wife, Nicole, are retired and live on a lake in the north woods of Minnesota, where he does his writing. From 1972–97, he served as executive director of several non-profit corporations that provide residential and developmental program services for children and adults with developmental disabilities. He also served as a Lutheran parish pastor for 10 years. 1964 Deanne (Star) Greco, Bloomington, Minn., was elected president of the Ordway Circle of Stars. 1966 Alan Stensrud, Plymouth, Minn., recently retired as president of the Animal Humane Society, a position he had held since 1975. He was also awarded the Glen Summerlin Service Award, presented by the Society of Animal Welfare Administrators at a conference in San Diego, Calif. He looks forward to spending more time with his wife, Shirley, his son and two daughters, and his four grandchildren. 1969 Mark Lund, professor of economics and director of international education at Luther College, Decorah, Iowa, was appointed as the college’s Dahl Professor of Economics for Winter/Spring 2005 the 2004–05 academic year. As the Dahl Professor of Economics, Mark devotes part of his professional time to teaching activities that encourage students to develop sound analytical and critical thinking skills, become active participants in community and civic activities, and understand the importance of incorporating personal responsibility and accountability into their work and lives. Mark has served on Luther’s faculty since 1978. 1971 David Siedlar, previously of Concord, Mass., emigrated to Netanya, Israel, a port on the Mediterranean between Haifa and Tel Aviv, by virtue of the Law of Return, an Israelian policy that grants automatic citizenship to any Jew of the diaspora. David is retired from the U.S. Navy. Lieutenant Colonel Jerry Steinke, began service at Camp Victory in Baghdad, Iraq, about two weeks before she left Kuwait. Prior to Kuwait, she owned a dental practice in Maplewood, Minn.; Kristin and her husband reside in North Oaks, Minn. 1975 Brad Forsythe, Cincinnati, Ohio, published his debut book, Bulletproof Your Business— Cutting Risk for Small Business Owners and Managers. The book has been featured in several media outlets and reviews from across the country, and serves as a “plainEnglish guide that shows companies how to simply and cost-effectively conduct risk management on a do-it-yourself basis.” Brad is founder and president of Best Practice Advisors. Patricia (Reuter) Georg, Hopkins, Minn., was selected as the Minnesota State Teacher of the Year in 2003 by the United States Air Force Association/ Aerospace Education Foundation; she was honored in November 2003 at the Rawlings Chapter Fall Awards Banquet. Patricia teaches at Franklin Elementary School in Anoka. AUGGIES ON TV Courtesy photo 1957 1972 Kristin Rajala, an Army major, returned home in April 2004 from Camp Udairi in Kuwait, where she served as a dentist for three months to incoming U.S. troops and nationals. She also donated a keyboard and served as organist at the camp’s chapel, where she also conducted the service when the chaplain was unavailable. In addition, Kristin created three banners for the soldiers who attend camp Udairi chapel, as well as for both her family home church and for her husband’s home church (she is pictured here with her husband and one of her banners). Her husband, Augsburg alumna Linnea Mohn, Class of 2003, recently completed work on the first season of the Channel 45 (KSTC-TV) show, Nate on Drums. Hosted by local musician Nate Perbix, the half-hour program stars Mohn along with fellow actors David Harris and Motion Price, and showcases comedy segments coupled with local music and original animation. During its premiere season, the show won the 2004 Minnesota Music Academy Award for Best Audio-Visual Production. Pictured from the show, clockwise from left, are David Harris, Nate Perbix, Motion Price, and Linnea Mohn ’03. 37 Class Notes ALUMNI PROFILE Carol (Johnson) Casperson ’60: Building hope one home at a time by Bobbie Chong A physical education and biology major, Carol (Johnson) Casperson fondly recalls hanging out at “the grill” and wild ping-pong tournaments at Augsburg. Originally from St. Paul, she chose Augsburg because some of her cousins were current students. After graduating in 1960, she taught at Shakopee Public Schools and served as its only P.E. teacher. She went on to teach at a school in the New Hope district that she describes as having been the epitome of “brand-new.” Casperson later married, had two children, and moved to California where her (now former) husband attended medical school and completed his internship and residency. During this time, Casperson says “Vietnam happened,” and her family received military orders to relocate to 29 Palms Marine Base or “MCB.” In the 1960s, 29 Palms was literally in the middle of nowhere, and Casperson describes the desert location of what was to be her family’s new home as “465 square miles of kitty litter.” Flash-forward to the present day and 29 Palms isn’t the “middle of nowhere” anymore. Reflecting on her former city of residence and the dramatic change it’s undergone, Casperson says, “Now when you fly into Orange County Airport you can’t believe the new houses. There are massive developments, roofs touching, [many cost] $500,000.” As executive director of D.C. Habitat for Humanity, Casperson is familiar with the national housing crisis and the realities and hardships of the real estate market. She made the leap from California to Washington, D.C., after she helped a former neighbor campaign for Congress. He won and asked if she’d be interested in working at the home office. She needed to send a copy of her résumé but didn’t have one because at the time, “as a teacher in Minnesota, when I graduated, they came looking for you.” She quickly threw one together and was hired on the spot. A few years later she got bored and asked if she could come out to D.C. and work on the select committee her boss served. While newly transplanted in the D.C. area, an Iowan friend of Casperson’s stayed with her for three years. This friend was registered in the volunteer clearinghouse and asked if anyone in the area inquired about Habitat for Humanity because, at the time, there wasn’t an affiliate in that area. “I didn’t know anything about it [Habitat] at the time.” Recalling the beginning of the D.C. Habitat, “Three people came to town to start one,” Casperson said. She was invited to go with her friend into a questionable part of the D.C. area for one of the very first meetings. “I drove down there and went to the meeting with her and I thought, ‘What a great idea. I wonder if this really works?’” So the two friends both began volunteering. Casperson was still working full time then. “We had such a terrible time in the beginning,” laments Casperson, “First of all, we’d never done anything like this so who’s going to believe you, that you can actually do this? I mean, it sounds good, [but] people have pulled so many schemes on people in D.C. that no one trusts anybody.” Despite obstacles, the group persisted and “we got the first two houses done, then we started on the next two. Then our ‘blueprintist’ got this brilliant idea to apply to be the site of the Jimmy Carter Work Project (1992).” Casperson then became director for what she says “should’ve been a one-year assignment, but I’m still here.” In 1988 when she first began volunteering with Habitat, there were about 200 chapters across the United States. Today, there are over 1,700 worldwide. Casperson pointed out that a common misconception about Habitat for Humanity is that it’s only about construction. “We have 12 committees, including the Family Selection Committee, which tends to [include] people such as loan officers or mortgage bankers—people who know about the mortgage business because that’s really what you’re doing. Based on Habitat’s criteria, you’re picking people for a mortgage because there aren’t too many banks that want to carry a no-profit, no interest mortgage.” Another opportunity for volunteerism is the Family Partnership Committee. This committee helps provide moral support to families because many are first-time homeowners and the process can be scary and can literally throw a person into a panic. Much of D.C. Habitat’s fundraising comes from direct mail, donations, and their once-a-year, one-hour breakfast that generated $150,000 last year. And though it is rare, occasionally a developer or landowner will donate plots of land. The D.C. Habitat has built two homes on Capitol Hill that turned out to be model green homes. Currently, the group is working on a 53-house project on 4.3 acres of land. When asked what job advice she would impart on current Auggies or recent alumni, Casperson said, “I would say the same thing I said to my daughter when she was in school forever. She said, ‘Mom, I don’t know what I want to do when I graduate.’ You know, what you want to do is not necessarily what your major subject was. But it’s whatever makes you happy. And that’s what you have to follow. If things aren’t making you happy in your job, you need to pick out the things that you do like and then follow that path.” For more information about the D.C. Habitat for Humanity, go to <www.dchabitat.org/>. Bobbie Chong is an administrative assistant in the Office of Public Relations and Communication. 38 Winter/Spring 2005 1978 P. Dawn (Heil) Taylor, Des Moines, Iowa, was honored as one of 10 “Women of Influence” in August for her volunteer work and activism. She has been an advocate for Iowa’s Latino communities, serving on the Iowa Commission of Latino Affairs and as vice president of the Hispanic Educational Resource Center, which operates a bilingual preschool and provides outreach assistance to families. She currently serves on the boards of the Greater Des Moines Community Foundation and the Red Cross of Central Iowa Foundation, and is an Augsburg regent. In addition, she is an adviser to the Center for New Communities and the Iowa Project, an immigrant rights organization geared toward Latinos. She has served as an advocate for Latinos who were in the process of being deported, and has assisted them in finding resources and guidance. 1979 Barb Ahl, Evansville, Minn., received the Evansville Public School Teacher of the Year Award for 2004–05. Barb is a music teacher for Evansville Public Schools. Kathy (Gray) Dohner, Fairbanks, Alaska, is a sign language interpreter. AUGGIE AUTHORS Courtesy photo LaJune Thomas Lange, Minneapolis, was featured in The Minnesota Women’s Press’ annual “changemakers” issue, which salutes 25 individuals and organizations whose actions in the public arena over the past two decades have promoted greater self-determination, equality, and justice for women and girls. LaJune is a judge on the Hennepin County 4th Judicial District Court; she has held this seat since 1986. 1980 Robert Stanley Peter Gardner, Rochester, Minn., composed original music for the Saint Paul City Ballet’s production of Charles Dickens’ A Christmas Carol. A blend of ballet and theatre, the production was presented in December at both the O’Shaughnessy in St. Paul and the Paramount Theatre in St. Cloud. 1981 Walt Johnson, Minneapolis, completed a two-year fellowship at the Patent and Trademark Depository Library (PTDL) Program in Arlington, Va. During that time, he researched patent and trademark questions from PTDLs throughout the country and spent many days on the road conducting public and PTDL-staff training sessions. He returned to his former position as a reference librarian at the downtown Minneapolis Public Library. 1982 Rev. Rebecca Sogge received a doctor of ministry degree in single parent ministry from Luther Seminary last May. Before entering Luther, Rebecca served for five years as co-pastor of Christ, Marble, and Singsaas Lutheran churches in Hendricks, Minn. She then spent another five years as pastor of Trinity and West Lake Johanna Lutheran churches and Union Presbyterian Church in Brooten, Minn. She is currently an associate pastor at Zion Lutheran Church in Buffalo, Minn. Three alumnae authors were featured as special guests at a recent Auggie Hour celebrating Augsburg authors. Pictured, L to R, are: Erika Hammerschmidt ’04 (Born on the Wrong Planet, Tyborne Hill Publishers LLC); Doris Rubenstein ’93 MAL (The Good Corporate Citizen: A Practical Guide, John Wiley & Sons); and Phebe Hanson ’50 (Why Still Dance: 75 Years: 75 Poems, Nodin Press). 1983 Gordon Sandquist, Ballwin, Mo., began a new call at Trinity Lutheran Church in Chesterfield, Mo. in September. He and his wife, Sonja, recently adopted two girls, ages 6 and 7. 1985 Ron Munkittrick, Westfield, N.J., was appointed chief financial officer of Ramp Corporation in October; he had been working with Ramp since June as a consultant on operational and financial initiatives. Ron has 20 years of experience in corporate financial management with companies such as Fingerhut Corporation, Hanover Direct, Genesis Direct, Site59.com, and Decima Ventures. Most recently he was CFO of CapeSuccess LLC, a staffing and information technology consulting company. Ron has an M.B.A. from the University of St. Thomas. 1986 Michael A. Johnson accepted the position of director of Winter/Spring 2005 dramatics at Trinity High School in Trinity, N.C. His wife, Ann Marie (Glover) ’84, has contributed to the field of early childhood education as a Head Start administrator and teacher for more than 20 years. 1987 Rev. Tammy J. Rider, Claremont, Minn., was a finalist in a national sermon contest sponsored by the FaithTrust Institute (formerly known as the Center for the Prevention of Sexual and Domestic Violence) with her sermon, “Sleeping Women.” As such, her sermon was published in The Journal of Religion and Abuse (Haworth Pastoral Press, Vol. 6, No. 1, 2004). 1988 Carl R. Holm (formerly Holmes), Albertville, Minn., was recently promoted to northern regional sales manager at F.A. Davis Co. Publishers. His wife, Chrisanne D. (Rebertus) ’89, began her fifth year of homeschooling their three children: Emilyanne, Mark, and 39 Class Notes James. They can be contacted at <arenzano1@earthlink.net>. 1990 Vicki (Janssen) McDougall, North Branch, Minn., is the new dean of students at Forest Lake Senior High School. 1991 Rev. Judith A. (Benson) Bangsund received a master of divinity degree from Luther Seminary last May. She is a missionary at the Division of Global Mission for the ELCA in Chicago, and following graduation, Judith returned to Makumira-Tumaini University in Usa River, Tanzania (where she served as an intern as part of her degree requirements), to serve in an ordained role in missions. written exams. Sharol specializes in coaching nurses and “peak performers” from all walks of life through her company, Life Illumination Keynotes, Seminars, & Coaching; Sharol can be reached via her Web site at <www.lifeillumination.com>. law degree at William Mitchell College of Law. Cindy (Kostusak) Waldron, Fairfax, Va., graduated from George Washington University, Washington D.C., in 2004 with an M.B.A. specializing in finance and entrepreneurship. She works for Freddie Mac in the Financial Research Department. Julie (Holmquist) Sellers, Duluth, Minn., is a media planner for Out There Advertising, a Duluth advertising firm. She was previously a media director for von Goertz & VanHove (also in Duluth), and a senior media planner and account executive at Haworth Marketing and Media Co. in Minneapolis. She was also a media analyst at the Minneapolis-based Campbell Mithun Esty agency. 1993 1994 Michael H. Haukaas, Brooklyn Center, Minn., is a clerk at the law firm of Schwegman, Lundberg, Woessner & Kluth for a second year. He is pursuing a Bill Gabler, Prior Lake, Minn., married Corinne Lindborg, a 1998 Gustavus Adolphus alumna, last May. In addition, Bill was inducted into the 2003 Prior Lake High School Hall of Fame for his achievements in athletics in both high school and college—he was a standout three-sport athlete (football, wrestling, and baseball). He is the youngest male to be inducted. Dan Sweeney, Minneapolis, recently opened his own business, Keep In Touch Massage, in Uptown Minneapolis. The company offers a wide range of massagespecific services and natural skin care products. Dan can be reached via his Web site at <www.keepintouchmassage.net>. 1995 Deb (Bellin) Smith, Neenah, Wis., is a recruiter for TEKsystems, an IT services THE AUGSBURG CENTENNIAL SINGERS Courtesy photo 1992 David Murr, Orford, N.H., was presented the F.L. Scarf Award in December during the 2004 AGU Fall Meeting in San Francisco for his thesis, “Magnetosphereionosphere coupling on mesoand macro-scales.” The award is given annually to a recent Ph.D. recipient for outstanding dissertation research that contributes directly to solarplanetary sciences (David earned his Ph.D. at Boston University in 2003). David also received the National Science Foundation Geospace Environment Modeling (GEM) postdoctoral researcher award in 2003. He currently works with William Lotko at Dartmouth College. Sharol Tyra, Hanover, Minn., recently completed the Coaches Training Institute’s Certified Professional Co-Active Coaching Certification Program and passed both the oral and 40 The Augsburg Centennial Singers recently completed a tour of Arizona, sharing their passion and enjoyment of singing with congregations from Green Valley to Scottsdale. They are pictured here in Sun City West, where they performed at Lord of Life Lutheran Church. The Centennial Singers will perform in the Twin Cities: THURSDAY, MAY 12, 7 P.M. Calvary Church of Roseville, Lexington and County Road B Free will offering Winter/Spring 2005 recruiting firm in Appleton, Wis. She has been married for four years to her husband, Scott, and she enjoys spending time with her son Noah, 3, and her stepdaughter Andrea, 9. Rev. Kari L. Burke-Romarheim is pursuing a master of divinity at Luther Seminary. She previously worked for three years as a youth and family minister in Bergen, Norway. 1997 Arlo Miller, Brookline, Mass., successfully defended his thesis, “The Regulation of Melanoma Antigens by the Microphthalmia Transcription Factor,” and received a Ph.D. in biochemistry and molecular pharmacology from Harvard University Graduate School of Arts and Sciences. 1999 Rev. Deborah Hutterer recently relocated to Pontiac, Ill., where she is serving as pastor of St. Paul Lutheran Church. She received her Master of Divinity degree from Luther Seminary last May; she also received the A.E. Hanson homiletic award in preaching, which recognizes the importance of preaching as seminary graduates move into the next chapter of their ministries. The award was established by the family of the late Rev. Arthur E. Hanson (1894–1966), former president of the ELCA’s Northern Minnesota District. Megan Renze, Miami, recently graduated cum laude from the University of Miami School of Law. She passed the bar examination in Florida and is now working as associate general counsel for Banco Santander International in Miami. 2000 Rev. Melissa G. (Moyle) Pohlman, St. Paul, received a master of divinity degree from Luther Seminary last May. 2001 Jessica Norman married Eric Hafemeyer in February 2004. Eric is a carpenter and Jessica recently ALUMNI PROFILE Courtesy photo Alumnus wins state technology award by Beverly Deming Mark Deming, a 1993 graduate of Augsburg, was honored in November as the inaugural recipient of the statewide Minnesota TEKNE Award for Innovation in Teaching. Deming is the media specialist at Orchard Lake Elementary School in Lakeville, Minn. Each year the Minnesota High Tech Association, Minnesota Technology, Inc., Medical Alley, and Minnesota Project Innovation recognize start-up and giant corporations in Minnesota for their achievements in technology. This year a new category was added to recognize and honor educators for their contributions and innovations in teaching. Its purpose is to recognize an educator who demonstrates leadership in creating learning opportunities for students using innovative technology in Minnesota’s classrooms. The TEKNE Award has been described as the “Academy Award” of the technology industry in Minnesota. Deming was one of three finalists from an overwhelming number of nominees for the new category of Innovation in Teaching. Deming has been a media specialist for nine years, the last four being at Orchard Lake Elementary. He was nominated for his work in bringing the oldest elementary school in Lakeville up to the same level of technology as Lakeville’s new schools. When faced with a space problem, Deming designed a mobile computer lab to take to the classroom. He has taken time to help fellow educators make adjustments in their classrooms using the technology available to them. Physical education teachers are using Palm hand-helds instead of paper-laden clipboards to keep their records at hand. One fifthgrade teacher who was avoiding technology entirely credits Deming with bringing him around to using the latest in technology. WCCO News anchor Don Shelby (right) presented Mark Deming ’93 (left) with the TEKNE Award for Innovation in Teaching at the Minnesota TEKNE Award ceremony at the Minneapolis Convention Center in November. Deming also received a monetary award and multimedia projection system for Orchard Lake Elementary School, where he is the media specialist. Deming was also recognized for turning the school’s morning announcements into a student-run multimedia show. Students now eagerly apply each spring for a position the following year on The Morning Crew. A group of 10 fifth- and sixth-grade students meet Deming an hour before school starts most days to prepare the school’s daily announcements, which include reviews of popular books and videos, music and graphics for the opening and closing credits, lunch menus, and a Friday bloopers show. This by-kids-for-kids morning news show is considered a daily “must see.” When asked by the awards committee why he gives his personal time to promoting technology, Deming stated that “It’s not just a job, this is a lot of fun—I really enjoy it.” Deming and his wife, Jean, reside in Farmington, Minn., with their 5-year-old son, Randall, and 1-year-old daughter, Jaela. A former basketball player with the Auggies, Deming is also a ninth-grade basketball coach for the Farmington School District. Beverly Deming, a student in Augsburg’s Rochester program, is also Mark Deming’s mother. Winter/Spring 2005 41 Class Notes received her J.D. degree from William Mitchell College of Law. The couple resides in Northfield, Minn. Stacy Waterman, Pinehurst, N.C., graduated from West Virginia University with a master’s degree in counseling. She is in her second year as a middle school counselor in Pinehurst. Stacy can be reached at <stacywaterman@hotmail. com>. 2003 Kristopher Freeman, Minneapolis, was hired as an account executive at City Pages, a Twin Cities weekly newspaper, after completing an internship in its promotions department. Christina Markwood-Rod, Wayzata, Minn., created an exhibit in the St. Cloud State University’s Archives and Special Collections that uncovers the intriguing tale of world traveler and late SCSU adjunct professor William Lindgren. The William Marcellous Lindgren Interpretive Exhibit, located in the Kalm Family University Archives and Special Collections on Miller Center third floor, opened in October 2004 and will remain open through the 2004–05 academic year. Christina is a graduate student in SCSU’s public history program, and spent a year processing Lindgren’s collection. Orion Wisness married Erin Dablow in August in Butte, Mont. The couple resides in Hackensack, Minn. Heather Wessling married Andrew Maki in October. Heather is a Northwest Airlines biller for Carlson Marketing Group, a subsidiary of Carlson Companies, Inc. 2004 Christina M. Boe married Michael T. Anderson II in October. The couple resides in Roseville, Minn. Rev. Linda (Brandvold) McPeak is pursuing a master of divinity at Luther Seminary in St. Paul. She previously worked in a variety of positions in Minnesota: as a youth and family minister at Cross of Peace Lutheran Church in Shakopee, as church secretary at Discovery United Methodist Church in Chaska, as a benefits specialist/administrator at Andersen Consulting in Minneapolis, and as a benefits administrator for OTC/Power Team SPX Corporation in Owatonna. Courtesy photo GARRY HESSER HONORED IN WASHINGTON, D.C. Augsburg professor Garry Hesser gathered with Augsburg alumni and friends in December in Washington, D.C., for a special celebration honoring his selection as 2004 Minnesota Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (see p. 10 for more information). Pictured, L to R, are: Sylvia and Martin Sabo ’59, Garry Hesser, William V. and Anne Frame, Mark ’53 and Jean Raabe. 42 Glendine M. Soiseth (’04 MSW) received an M.A. in pastoral care from Luther Seminary last May. She plans to pursue work at either a Christian counseling agency or a social service agency that will provide the necessary supervisory requirements to allow her to become licensed for independent counseling practice. Births/Adoptions Norm ’57 and Gayle (Engedad) Matson ’57, Chicago, Ill., are the proud grandparents of grandson Lars Engedad Matson, born in July to Hans Engedad and Holly Matson. Jeannie (Shaughnessy) ’88 and Joseph Hodges, Alexandria, Minn.—a daughter, Celia Marie, in May. She joins older sister Campbell. Jeannie is the owner/president of Pathwise Partners. Nnamdi Okoronkwo ’89 and his wife in Minneapolis— a son, Spencer Ajah, in March 2004. Nnamdi is associate corporate council to Best Buy Company and practices in the area of retail litigation. Kelly (Moore) ’92 and David Lozinski ’91, Bloomington, Minn.—a daughter, Elizabeth “Libby” Grace, in January 2004. Brent Anderson ’93 and his wife, Marilyn, Burnsville, Minn.—a daughter, Maizie Margaret, in January 2004. Michelle (Eaker) ’94 and Frank Steever, Cranston, R.I.—a daughter, Genevieve, in July. Susan Irene Forsmark ’95 and her husband, Bill, Minnetonka, Minn.—a daughter, Abigail Rose, in January 2004. She joins older brothers Reilly, 7, and Cole, 3, and big sister Libby, 3. Melanie (Main) Johnson ’95, Fayetteville, Ark.—a son, Calvin Jeramiya Johnson III, in September. Melanie is the office manager for Sonstegard Foods of Arkansas and can be contacted at <melanie@sonstegard.com>. Connie (Arndt) ’96 and Andy Clausen, Blaine, Minn.—a son, Aaron Andrew, in April 2004. He joins older brother Adam, 2. Connie is a business analyst with the ELCA Board of Pensions in Minneapolis. Aaron was baptized by his grandfather, the Rev. Charles Arndt ’63, pastor of First Lutheran Church in Cushing, Wis. Tracy (Holloway) ’97 and Thane Drier ’99, Eau Claire, Wis.—a son, Tristan Thane, in September. Tracy is a CPA for Chippewa Valley Technical College and Thane is a pharmacist for the Marshfield Clinic Regional Cancer Center. Matt Topp ’03 and his wife, Trisha, South St. Paul—a daughter, Emma Marie, in January 2004. Also welcoming Emma are proud grandparents Gary and Carol (Watson) Topp ’76; Carole can be contacted at <carolet4@excite.com>. Winter/Spring 2005 In Memoriam Gertrude Hognander ’36, longtime activist, dies ertrude (Lund) Hognander ’36, a longtime activist for world peace and higher education, died January 13 in her Edina home after suffering a stroke. She was 89. “She had this way about her that allowed her to gain the confidence of those around her, without ever aspiring to lead them,” her son, O.C. “Joe” Hognander, Jr., told Sun Current newspapers. “That’s why I believe she was so successful at a time when women were not always embraced in leadership roles.” Born in Marinette, Wis., Gertrude was raised in a church background that included music and educational instruction. In the late 1930s, she honed her musical talents (which included the gift of perfect pitch, an inheritance from her father, Augsburg alumnus Rev. L.R. Lund) at Augsburg and later at Rockford College in Illinois, where she received a bachelor’s degree in music. She directed several church choirs in Michigan and then in Minnesota, often adding her talents as pianist and organist. During the late 1940s and early 1950s she was the accompanist to citywide ecumenical events at the Minneapolis Armory. Outside of church, Gertrude also actively applied her leadership skills to community and state organizations, serving as president of the St. Louis Park Woman’s Club, the Minneapolis branch of the American Association of University Women, and the United Nations Association of Minnesota. She was also one of three members of the St. Louis Park Charter Commission, and served on many boards including the Minnesota International Center, Hennepin County American Cancer Society, Minnesota Board of Correctional Services, Abbott Hospital Auxiliary, and Hennepin County Mental Health Association. Augsburg recognized Gertrude’s commitment to church and community with the Distinguished Alumni Award in 1973. She was also honored with the Minnesota Distinguished Service Award and the WCCO “Good Neighbor” Award. Gertrude and her family generously established the Anna Manger, Augsburg’s first female instructor, dies Anna (Gjesdahl) Manger, who died in January just days shy of her 104th birthday, was hired by Augsburg as its first female instructor, teaching higher algebra and geometry. Even after marrying and leaving the College in 1925, Manger continued to be involved with Augsburg, volunteering her time in the Augsburg Associates and other groups to help raise money. Both of her daughters, Elizabeth Anderson ’53 and Margery Torgerson ’47, are Augsburg alumnae who enjoyed becoming part of the community where their mother had taught. Lutheran missionary Malvin Rossing ’30 dies The Rev. Malvin Rossing ’30 died of natural causes in January in Viroqua, Wis.; he was 96. Rossing spent three decades as a Lutheran missionary in Madagascar, starting in 1937, when he, his wife Anna, and toddler daughter Gertrude boarded a freighter in France and headed to the island in the Indian Ocean. He believed that education would eliminate poverty, and his main job was as director of a teacher-training school. He retired from missionary service in 1967 and served as a minister in Viroqua and in Houston, Minn., and retired from pastoral service in the mid-1980s. His wife, Anna, preceded him in death in 2003. He is survived by four children: Elizabeth, Gertrude, Martha, and Melvin ’66; nine grandchildren, and five great-grandchildren. Wesley Sideen, Class of 1958 ‘class agent,’ dies Wesley Sideen, dedicated class agent for Augsburg’s Class of 1958, died in January; he was 69. A lifelong St. Paul resident, Sideen was a retired English and social studies teacher—he spent all but one of his 38 years in teaching at Hazel Park Middle School. Following retirement, he worked at Byerly’s grocery store. He was an active member of East Park Lions Club and current Lion’s district governor. He is survived by his wife, Carol Ann; four children: David, Diane, Daniel, and Denise ’94; and four grandchildren. G Winter/Spring 2005 Orville C. and Gertrude O. Hognander Family Fund at Augsburg in the 1990s to recognize exceptional music performance and achievement. The scholarship is based on merit, specifically to provide encouragement to outstanding music students. Gertrude was preceded in death by her husband, Orville Hognander, Sr., in 1997. She is survived by her son, Joe. Matthew Woodford, PA student, dies in car accident Matthew Woodford, a student in Augsburg’s Physician Assistant Program, and his unborn son, Logan, died in December 2004 as the result of a car accident in Baldwin, Wis. His wife, Lora, and daughter, Madalyn, were also injured in the accident. Woodford, 27, worked at Methodist Hospital as a phlebotomist, and entered the Augsburg PA Program in 2002. The PA Program is pleased to announce the creation of the Matthew Woodford Memorial Scholarship in honor and in memory of Woodford, to be awarded annually to a third-year Augsburg PA student. 43 AUGGIE THOUGHTS Auggie Thoughts Ted and Fern Hanwick, 1909-2005 ‘A perfect ending’ to a shared life I n what was described by their pastor as “a script that only God could write,” Professor Emeritus and a pioneer of Augsburg’s physics department Theodore “Ted” Hanwick and his wife of 64 years, Fern, died within 19 hours of each other on March 2 and 3, each at age 95. The story of their life together was recounted at their memorial service and also in a Star Tribune front-page column by Nick Coleman, titled “Lifetime of Love Endures to a Couple’s Dying Day.” Hanwick was chair of the physics department at Rutgers University when he was recruited in 1956 by thenpresident Bernhard Christensen to start a physics major at Augsburg. Hanwick has said that he heard the voice of God tell him that the small liberal arts college in the Midwest was the place where he should be, despite the prestige and salary he would leave behind. “He firmly, honestly believed that God called him here,” said Rev. Howard “Skip” Reeves, a close family friend and pastor of Calvary Lutheran Church, where the Hanwicks had been active members. by Betsey Norgard Hanwick developed a major in physics and launched a number of new courses, including astronomy. His daughter, Linda (Hanwick) Putnam ’64, tells of his love for astronomy and how he made telescopes at home, grinding the lenses himself. When an Augsburg graduate offered to provide a telescope for an astronomy course at Augsburg, Putnam says that her father—who was “always looking for a good deal”—needed housing for the telescope and found a place in Minnesota that sold silo domes. The “silo” was donated to Augsburg and became an unlikely addition to a city campus. Hanwick retired in 1978, but has remained connected to the Augsburg community. Ted and Fern were last on campus at Homecoming 2003 for a science alumni gathering. Both of their children are Augsburg alumni—Linda (Hanwick) Putnam ’64 and Theodore Hanwick, Jr. ’66. Physics professors Ken Erickson ’62 and Stu Anderson ’78, were both Physics professor emeritus Ted Hanwick and his wife, Fern, last visited campus for a science alumni gathering in 2003. 44 Hanwick’s students in the department— Erickson studied during Hanwick’s early years at Augsburg, while Anderson was one of his last students. In 1976, the Physics Department established a scholarship in Hanwick’s name to honor his 20th anniversary at Augsburg. “He had such a passion for this place,” says Reeves. “When you mention Augsburg, even in his later years, his face would brighten up, and he’d smile. … He wore Augsburg—he was Augsburg to a lot of people.” Reeves describes Ted Hanwick as “a blend of intelligence and humility.” Fern Hanwick, Reeves says, was “pure grace.” For a number of years, until she was 90, she directed Calvary Lutheran’s program for women prisoners in the Hennepin County workhouse. Their life together was a storybook romance. They met in New York City, were attracted from the first moment, and became engaged in three weeks. Since then, they’ve been inseparable. The circumstance of their death just 19 hours apart—Ted died in his sleep on March 2 and Fern died peacefully while visiting with friends the next afternoon— was described by Coleman in his column as “a love story with a perfect ending.” Granddaughter Christine Hanwick, in speaking at the memorial service, said that she thought her grandfather must have wanted to go on ahead and “check things out to make sure it was OK.” Winter/Spring 2005 CCalendar ALENDAR Music Exhibits For music information, call 612-330-1265 For gallery information, call 612-330-1524 April 27 Chamber Music Recital & High Tea 4 p.m.—Sateren Auditorium April 30 Augsburg Jazz Ensemble Concert 7 p.m.—Hoversten Chapel May 1 Augsburg Concert Band Concert April 8–May 8 3 p.m.—Hoversten Chapel Juried All-Student Art Exhibition May 8–18 Augsburg Concert Band Norway Tour • Baccalaureate Service 10 a.m.—Hoversten Chapel • Commencement Brunch 11 a.m.—Christensen Center • Commencement Ceremony Featured speaker: Parker Palmer, bestselling author, lecturer, teacher, and activist 1:30 p.m.—Melby Hall Seating begins at 12:30 p.m.; tickets required • Commencement Reception 3 p.m.—Murphy Park Gage Family Art Gallery, Lindell Library April 8–May 20 Senior Art Exhibition Theatre Christensen Center Art Gallery For ticket information, call 612-330-1257 Seminars, Lectures, and Films February 23–May 19 Augsburg Native American Film Series 2005 April 15–24 Our Country’s Good By Timberlake Wertenbaker Directed by Darcey Engen April 15, 16, 21, 22, and 23 at 7 p.m.; April 17 and 24 at 2 p.m. Tjornhom-Nelson Theater April 29 Senior Acting Recitals 7 p.m.—Tjornhom-Nelson Theater May 4 Stage Direction Class Recital 6:30 p.m.—Tjornhom-Nelson Theater In collaboration with Independent Indigenous Film Minneapolis; various dates and times. For schedule information, call 612-330-1523, e-mail <marubbio@augsburg.edu>, or visit <www.augsburg.edu/ais/filmseries> Other Events May 6–7 Commencement Weekend May 6 • Honors Convocation 4:30 p.m.—Hoversten Chapel • Commencement Dinner 6 p.m.—Christensen Center • Commencement Concert 7:30 p.m.—Hoversten Chapel May 7 • Eucharist Service 8:30 a.m.—Hoversten Chapel May 16 Second Annual Healthcare Conference: “Building Minnesota’s Healthcare Workforce Through Diversity” A collaborative conference sponsored by Augsburg, Minnesota Hospital Association, Fairview Health Services, and United Health Foundation 8 a.m.–5 p.m.—Melby Hall For information, call 612-330-1171, e-mail <croyle@augsburg.edu>, or visit <www.augsburg.edu/healthcare> June 16 Graduate Programs Discovery Evening Gathering for prospective graduate programs students; includes dinner buffet and break-out sessions 5:30–8:30 p.m.—Christensen Center For information, call 612-330-1150 or e-mail <parkp@augsburg.edu> June 27 42nd Annual Clair Strommen A-Club Golf Tournament See p. 36 for more information See the alumni calendar on p. 36 for additional events Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. __________________________________________________________________________________________________________________ Maiden name Class year or last year attended Full name __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ ■ Okay to publish your e-mail address? 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Title: Augsburg Now Fall 2004
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Fall 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 1 EEditor’s DITOR’Snote NOTE What is an Augsburg education? Joan Griffin, Augsburg’s director of general education, writes that an Augsburg education is an education for a...
Show more A P U B L I C AT I O N Fall 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 1 EEditor’s DITOR’Snote NOTE What is an Augsburg education? Joan Griffin, Augsburg’s director of general education, writes that an Augsburg education is an education for action. It is an education to prepare students to become effective, informed, and ethical citizens. It asks students to explore answers to the big questions within the context of values and beliefs that matter. At Augsburg students are challenged to discover the very best in themselves. The new Augsburg Core Curriculum, highlighted in this issue, truly gives distinction to an Augsburg education. The result of several years of thoughtful and deliberate collaboration, the new core curriculum offers a blueprint for a learning community that connects each and every element of the College’s mission with its vision. It respects and reflects the College’s heritage, including its vital role in the community, working in partnership to prepare students for responsible citizenship. Augsburg has long believed, before many other colleges around the country, that students learn best when combining their classroom learning with experience outside the classroom. In the Augsburg Core, every student is required to complete an Augsburg experience— through internships (and student teaching, practica, cooperative education, etc.), faculty-student research, service-learning, study abroad, or other off-campus immersion activities. Augsburg’s leadership role in this area has been affirmed repeatedly—most recently and importantly by the honor bestowed upon sociology professor Garry Hesser as Minnesota’s Professor of the Year, from the Carnegie Foundation for the Advancement of Teaching and the Council for the Advancement and Support of Education (CASE). Hesser has also received national awards for his pioneering work in developing experiential education and continuing national presence in promoting it. Augsburg’s Center for Global Education and service-learning program have also received national and regional awards for their excellence in programs. The new Augsburg Core has good reason to make all Augsburg alumni proud of their Augsburg education. Enjoy reading about it, as well as about some important events in our campus life—Homecoming 2004, Advent Vespers 25th anniversary, and the upcoming Nobel Peace Prize Forum and Festival in February. Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 Postmaster: Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Betsey Norgard Editor Greetings of the season Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Fall 2004 Vol. 67, No. 1 Features FEATURES 15 The Augsburg Core Curriculum: Educating for work, educating for life This special issue introduces readers to the new Augsburg Core Curriculum—the broad general education that forms the foundation for an Augsburg education. Signature elements of the Augsburg Core draw on the College’s heritage, values, and mission. 11 Vision The newsletter for Access to Excellence: The Campaign for Augsburg College 4 Advent Vespers celebrates 25th anniversary year DEPARTMENTS Departments 2 Around the Quad 6 Sports 8 Homecoming 2004 Awards 27 Alumni News 30 Homecoming 2004 Photos On the cover: 34 Class Notes 40 In Memoriam inside back cover Calendar 50 percent recycled paper (10 percent post—consumer waste) Over 300 first-year students begin their educational journey through the Augsburg Arch, the visual representation of their Augsburg education, at the Opening Celebration, where they are welcomed into the Augsburg community. Photo by Stephen Geffre. AROUND QUAD Around THE the Quad Notes in brief Namibia center celebrates 10 years Convo series explores social justice themes PA students excel on exam The May graduates in the Physician Assistant Program received among the highest scores in the country on the National Commission on Certification of Physician Assistants board examination. The Class of 2004 received a mean score of 613, ranking in the 99th percentile, as compared to the national mean score of 510. Augsburg’s program is Minnesota’s only PA training program; in 2002 it became a graduate program and received full accreditation. The Class of 2004 is the first to graduate at the master’s level. Augsburg moves up in college rankings Once again, U.S.News & World Report has included Augsburg in the top tier of its annual ranking of best universities, tied for 20th place—a move up from 24th place last year. The College is ranked among 142 institutions in the category “Best Midwestern Universities-Master’s” and is compared with other area colleges and universities that offer both undergraduate and graduate degrees. Also, The Princeton Review has once again included Augsburg among the 170 colleges named “Best in the Midwest,” based on student responses as well as on recognition by the media, other institutional leaders, and educational organizations. Augsburg was recognized for its dedication toward diversity. THE 17TH ANNUAL NOBEL PEACE PRIZE FORUM February 11–12, 2005 www.peaceprizeforum.org 2 Center for Global Education Namibia director Pandu Hailonga welcomed guests of the center’s 10th anniversary celebration, with associate dean Orv Gingerich and President William Frame looking on. “Justice for All,” the theme of the 2004-05 Augsburg Convocation series, challenges consideration of how issues of justice bring into focus one’s gifts, interests, desires, and passions; and connects them with diverse careers, occupations, and ministries that benefit others and selffulfillment. The remaining presentations are: New MBA program in full swing Forty-four students filled two cohorts to launch the new Master of Business Administration program this fall, and additional cohorts will begin in winter and possibly spring. About 30 percent of the first class is made up of Augsburg alumni. The 20-month MBA program includes several cross courses with the Master of Arts in Leadership program and a strong emphasis on application of classroom learning to the business environment. Garry Hesser is prof of the year in Minnesota Nov. 18 was designated “Dr. Garry Hesser Day” in the state of Minnesota in honor of the announcement that Hesser had been named Professor of the Year in Minnesota by the Carnegie Foundation for the Advancement of Teaching and the Council for the Advancement and Support of Education (CASE). Hesser was lauded in the citation for his pioneering efforts in developing experiential education, a hallmark of an Augsburg education. See the next issue of Augsburg Now for the full story. • JAN. 17—Martin Luther King Jr. Convocation, with speaker Victoria Jackson Gray Adams, a spiritual, social, political, and civil rights activist. • FEB. 11—In conjunction with the 2005 Peace Prize Forum, former United Nations high commissioner for human rights and former president of Ireland Mary Robinson will speak about security in an unsecure world. • FEB. 16—Jane Jeong Trenka ‘95, award-winning author, will speak on transracial adoption and memory/writing as a site of resistance. • MARCH 4—Craig Kielburger, children’s rights activist and founder of Free the Children, in the 2005 Batalden Seminar in Applied Ethics. • APRIL 11—2005 Sverdrup Visiting Scientist lecture, to be announced. For further information, call 612-330-1180 or visit <www.augsburg.edu/convo>. Fall 2004 Access to Excellence: The Campaign for Augsburg College Fourth annual Scholastic Connections celebration Goal: $55 million $33 million Read more campaign news in Vision, the campaign newsletter, on p. 11. Welcome, Class of 2008! WELCOME TO 343 NEW FRESHMEN … • 10 states represented, with 81% from Minnesota Five new scholarship recipients and six returning scholars were honored along with their mentors at the fourth annual Scholastic Connections dinner and program in October. This program pairs student leaders of color with alumni mentors of color. The emcee for the evening was Vineeta Sawkar, news anchor at 5 Eyewitness News. The welcome was presented by actor and vocalist T. Mychael Rambo. Front row (L to R): Xia Xiong ‘05, Eloisa Echávez ‘94, ‘98 MEL, Melat Woldegebriel ‘05, Vineeta Sawkar, and Renzo Amaya Torres ‘05. Back row (L to R): Franklin Tawah ‘83, Alex Gonzalez ‘90, Nhia Lee ‘02, Saroja Thapa ‘06, Robert Amaya ‘05, Chris Adams ‘07, Maria R. Johnson ‘94, Adela Arguello ‘05, Jim Genia ‘87, Diane Love-Scott ‘98, Leah Carlson ‘01, and Audra Johnson ‘06. Forging exchanges with a Polish university Courtesy photo News: • 3M is partnering with Augsburg to raise $600,000 in support of the Science Center that will come through a combination of gift and challenge match. • 89% live in residence halls on campus • 37% are Lutheran • 11.3% are students of color • 2,600 hours of service-learning in the community given by first-year students as part of the Augsburg Seminar ACROSS ALL PROGRAMS … • 3,375 students (1,826 day, 1,090 weekend, 459 graduate) • Average age is 21 in day, 34 weekend, 33 graduate • Students from 40 states and 33 countries • Students of color—10.2% Fall 2004 Amidst their European and African travels last summer, President and Mrs. Frame, along with business professor Magda Paleczny-Zapp, visited the Cracow University of Economics in Poland, an institution of 20,000 students, to discuss exchanges of faculty and students in business and the social sciences. The university is also interested in starting a program similar to Augsburg’s CLASS program to support students with learning disabilities. (L to R): President William Frame; Anne Frame; Chancellor Ryszard Borowiecki; Professor Magda Paleczny-Zapp; Professor Janusz Teczke, vice chancellor for scientific research and cooperation; and Agnieszka Nawrocka, head, Office of International Relations. 3 Around the Quad ADVENT VESPERS celebrates 25th anniversary year ‘With Peaceful Wings’ offers theme of peace and comfort Augsburg College’s Advent Vespers program celebrates its 25th anniversary around the theme “With Peaceful Wings.” The four services, this year held Friday and Saturday, Dec. 3 and 4 at 5 and 8 p.m. at Central Lutheran Church in Minneapolis, usually draw over 8,000 people. Advent Vespers combines more than 300 participants from choirs, instrumental ensembles, readers, and a full liturgical party. Through the majestic celebration of music and word, the message of Christ’s coming to the world is conveyed. Augsburg’s annual advent program began in 1979 around the vision of Larry Fleming, then-director of choral activities, to offer a service of meditation and prayer as a gift to the community during the advent season. The tradition continues today under the direction of Peter Hendrickson ’76, director of choral activities, and the Rev. David Wold, College pastor and director of ministries, with active support from Augsburg College students, faculty, and staff. “With Peaceful Wings” focuses on the message of assurance that in the wings of the Savior Jesus Christ rest and comfort 4 Fall 2004 SPECIAL BROADCAST Add this special 25th anniversary Advent Vespers broadcast to your holiday plans. can be found through all good and ill. The wings of the Savior provide the strength and shelter to live in the unconditional grace of God, and the strength and comfort to know the peace of God that passes all understanding, the peace of God that keeps hearts and minds in Christ Jesus. The service provides an opportunity to reflect first on the coming of Jesus, initially announced by John the Baptist; second, on living in the promise that Christ will come again; and third, in knowing that Christ comes through people constantly and regularly, even now. To mark this special 25th anniversary, Augsburg College collaborated with Twin Cities Public Television (TPT) to produce a onehour program to be broadcast during Christmas week. The majesty of Central Lutheran Church and the intimacy of the service are captured by a multiple-camera production crew that followed the drama of the processions and recorded the splendor of the sounds from the choirs scattered through the sanctuary. The program is also offered statewide to the stations of the Minnesota Public Television Association, and nationwide, via satellite, to public broadcast services. Commemorative DVD, VHS, and CD recordings of this production will be available following the event. For more information about Advent Vespers, call 612-330-1444 or go to <www.augsburg.edu/vespers>. ■ Fall 2004 The service will be aired in Minnesota on Twin Cities Public Television: December 22, 8 p.m. on TPT2 December 23, 2 a.m. on TPT2 December 25, 10 a.m. on TPT2 and 7 p.m. on TPT17 Check local listings for broadcast times on public television stations. The 25th anniversary Advent Vespers broadcast is made possible through a major gift from the 11 Hoversten families who have supported Augsburg worship, music, and education programs for generations, and with additional support from Thrivent Financial for Lutherans. TWIN CITIES PUBLIC TELEVISION 5 Sports Women’s hockey celebrates 10 years ugsburg College has played a major role in the growth of women’s hockey, one of the fastest growing sports in recent years. As the first college or university in the Midwest to sponsor the sport on the varsity level in 1995, Augsburg was a leader in sparking major interest and impacting the lives of thousands of young girls and women. This year Augsburg celebrates its 10th season of varsity women’s hockey—an achievement that speaks volumes to the College’s commitment to the sport’s growth. Over the past decade, 97 young women have donned an Augsburg uniform, for a team that has gone 131-86-13 entering this season under Jill Pohtilla, the only head coach in the program’s history. “What I’m most proud of is that, year-in and year-out, the types of individuals who play here have great character and great motivation,” Pohtilla said. “They work hard, and they care a lot about the legacy they are going to leave behind.” When Augsburg announced in February 1995 that it was going to field a varsity women’s hockey program for the 1995-96 season, there were only 15 varsity teams nationally—all on the East Coast (members of the Eastern Collegiate Athletic Conference) and none in the Midwest. Girls’ hockey was just starting at the high school level in Minnesota—the first state to sponsor a girls’ hockey high school state championship tournament —even before it became an Olympic sport. Both location and funding made Augsburg’s situation unique. In its announcement, Augsburg was believed to be the first collegiate team to fund its women’s hockey program on a level equal with the men’s program, in terms of equipment, uniforms, ice time, training, games, publicity, and awards. A Highlights from Augsburg’s first decade include: • 1995-96—Augsburg went 16-5 in its first season against club and women’s adult teams in the Midwest, including three games on the East Coast against varsity teams. • 1997-98—Augsburg faced the University of Minnesota in the Gophers’ first varsity contest. The crowd of 6,854 in Mariucci Arena remains the largest-ever crowd for a U.S. collegiate women’s hockey game. by Don Stoner • Winter 2003—Members of the team traveled to Italy and Austria to play and win three games against local club teams. A 10th anniversary dinner and program was held in November. For more information about women’s hockey, go to <www.augsburg.edu/athletics>. Don Stoner is sports information coordinator in the Office of Public Relations and Communication. • 1998-99—Augsburg won a share of the Minnesota Intercollegiate Athletic Conference (MIAC) title, which was the first Division III conference to sponsor the sport at championship level. • 1999-2000—Augsburg won the MIAC play-off to go to the Division III national championship, where they lost the national title series to Middlebury (Vt.). • 2003-04—The playoff semifinal game against the University of St. Thomas, a 6-5 loss, was the longest women’s hockey game in conference history, a two-overtime, 96-minute, 9-second marathon. A plaza in front of Augsburg’s Ice Arena was dedicated as “JC’s Place,” in honor of James “JC” Carey, athletic facilities director for 30 years. New seating and memorial plaques honor Carey, who died of heart failure in 2003 at the age of 54. The 1999-2000 women’s hockey team posed, following the Division III national championship, where they lost to small-college power Middlebury (Vt.). 6 Fall 2004 17 AUGSBURG COLLEGE HOSTS T H A N N UA L N O B E L P E AC E P R I Z E F O RU M Around the theme “Striving for Peace: Uniting for Justice,” Augsburg College will host the 17th annual Peace Prize Forum, Feb. 11-12, 2005. This forum honors the 2003 Nobel Peace Prize laureate Shirin Ebadi, an Iranian lawyer and human rights activist who was recognized for her efforts for democracy and human rights. In cooperation with the Norwegian Nobel Institute, five Midwestern colleges of the ELCA—Augsburg College, Augustana College (Sioux Falls, S. Dak.), Concordia College (Moorhead, Minn.), Luther College (Decorah, Iowa), and St. Olaf College—host the annual Nobel Peace Prize Forum, the Norwegian Nobel Institute’s only such program or academic affiliation outside Norway. The colleges, all founded by Norwegian immigrants, sponsor the forum to give recognition to Norway’s international peace efforts and to offer opportunities for Nobel Peace Prize Fall 2004 by Betsey Norgard laureates, diplomats, scholars, students, and the general public to engage in dialogue on the dynamics of peacemaking and the underlying causes of conflict and war. The first Nobel Peace Prize Forum took place in 1989 at St. Olaf College, and rotates each year among the five ELCA colleges. Augsburg last hosted the forum in 1999, and honored Peace Prize laureates Jody Williams and the International Campaign to Ban Landmines. Over the years, more than 21,000 participants have become involved in the forum, which has received an even broader audience through national and regional media coverage. The Peace Prize Forum program also includes a series of seminars and discussions of issues around the theme. Plenary speakers scheduled for the 2005 forum include: • Mary Robinson, the first woman president of Ireland and more recently United Nations high commissioner for human rights; • Davar Ardalan, a producer for National Public Radio based in Washington, D.C., who has lived in Iran under both the shah’s reign and that of the ayatollah’s; • Sima Samar, pioneer for almost 20 years in the cause for women’s rights in war-stricken Afghanistan; and • Frances Moore Lappé, author and global citizen who started a revolution in the way Americans eat. Her most recent book is You Have the Power: Choosing Courage in a Culture of Fear. For more information about the 17th annual Nobel Peace Prize Forum, go to <www.augsburg.edu/ppf> or call 612-330-1383. Children celebrate peace at the Nobel Peace Prize Festival More than 700 students from 27 Peace Site schools and youth groups across the Twin Cities will gather at the 10th annual Nobel Peace Prize Festival at Augsburg on Feb. 10. This year’s festival will honor Shirin Ebadi, the 2003 Nobel Peace Prize laureate. The festival was first organized in 1998 as an expansion of the Nobel Peace Prize Forum and in response to the growing interest to involve children and youth of all ages. The event is designed to connect students in grades K-12 with Nobel laureates. Students study a laureate or peace theme, create a related interactive exhibit or performance of their subject, and bring it to the one-day festival. Along with the Peace Prize Forum, the festival has the endorsement of the Norwegian Nobel Institute. The 2004 festival honored Nobel laureate Jimmy Carter, who visited the J.J. Hill Montessori School in St. Paul, Minn., along with the former first lady. ■ 7 HOMECOMING 2004 TWO HONORED AS 2004 DISTINGUISHED ALUMNI T wo alumni join 164 others as Distinguished Alumni of Augsburg College. Recipients are recognized for significant achievement in their vocations and outstanding contributions to church and community, through years of preparation, experience, dedication, exemplary character, and service. Brian J. Anderson ’82 Dr. Brian J. Anderson graduated from Augsburg in 1982 with a B.A. in physics, mathematics, and religion. From 1983-1987, he served as a research associate at the University of Minnesota, where in 1987 he earned a Ph.D. in physics. In 1986 he returned to Augsburg as a visiting lecturer in physics, and in 1987 as an assistant professor of physics. During his two years on the Augsburg faculty, he was instrumental in securing a grant from the National Science Foundation for the establishment of a vacuum technology laboratory for advanced physics students. In 1988, Anderson relocated to the East Coast to serve as a postdoctoral associate at Johns Hopkins University Applied Physics Laboratory, where he is currently a senior physicist. He also supervises the magnetic fields section of the APL’s Space Physics Group, and is a member of the science team for NASA’s Messenger mission to Mercury, among others. Anderson is internationally recognized in space physics for his innovative and wide-ranging contributions to the understanding of the dynamic particle and magnetic field environment of near earth space. In addition to his duties at Johns Hopkins, Anderson also serves as president of Division III (Magnetospheric Phenomena) of the International Association of Geomagnetism and Aeronomy, the international scientific association that brings together space scientists worldwide for biennial scientific congresses. He recently completed service as an editor for Geophysical Research Letters, the premier international journal of earth and space sciences. He was also a member of a panel convened by the National Academy of Sciences to provide guidance over the next 10 years to all U.S. government agencies in the areas of solar and space physics. Anderson is an active member of Evangelical Lutheran Church in Frederick, Md., where he serves on the church council and on various committees. He also serves as an assisting minister in worship and is a regular participant in other congregational events. His wife, Dr. Leeann Rock, is a 1981 graduate of Augsburg. 8 by Lynn Mena Fern L. (Hanson) Gudmestad ’41 As a child growing up in Seattle, Wash., Fern L. (Hanson) Gudmestad learned about Augsburg from her uncle, the Rev. Frederick Iversen, an early 1900s graduate of Augsburg College and Seminary. Although she enrolled at the University of Washington—where she ultimately received a B.A. in art in 1941—she convinced her parents to send her to Augsburg for her sophomore year. Gudmestad’s time as a student on the Augsburg campus produced numerous lifelong bonds—particularly to one alumnus, the Rev. Lawrence Gudmestad ’39 (1983 Augsburg Distinguished Alumnus), whom she married. Three of their four children also attended the College—one graduating in 1965 and the other in 1968—as well as a daughter-in-law and a grandson, making theirs a four-generation Augsburg family. Gudmestad has remained a loyal and active alumna of the College, having served as an adviser to the College of the Third Age, as a longtime member of the Augsburg Associates, and on the committee assisting with the recent Lutheran Free Church celebration held on campus in June. In addition, she has been a regular contributor to The Augsburg Fund and a member of the president’s Maroon & Silver Society. She generously funded a pipe in Hoversten Chapel’s new organ for each of her children, and after her husband’s death in 1986 she directed memorial gifts to Augsburg. As a young woman in the 1940s and ’50s, Gudmestad answered the call to serve along with her husband during his years as a parish pastor in both Washington and North Dakota. As his partner, she managed a myriad of responsibilities, and in the 1970s and ’80s she held successive and increasingly comprehensive leadership positions in the American Lutheran Church Women (ALCW) organizations, beginning as president of her local ALCW, later as president of the ALC’s Southeast Minnesota District ALCW Board, and ultimately as president of the national ALCW. Recognized as a wise and quietly powerful woman, Gudmestad’s special combination of faith and skills in leadership continues to bring many invitations to speak at events and participate on committees and boards. Fall 2004 HOMECOMING 2004 FIRST DECADE AND SPIRIT OF AUGSBURG AWARD RECIPIENTS NAMED FOR 2004 by Lynn Mena A ugsburg is pleased to announce the 2004 recipients of the First Decade and Spirit of Augsburg awards. The First Decade Award is presented to Augsburg graduates of the past 10 years who have made significant progress in their professional achievements and contributions to the community, and in so doing exemplify the mission of the College: to prepare future leaders in service to the world. Graduates from the day, weekend, and graduate programs are eligible. The Spirit of Augsburg Award honors alumni and friends of the College who have given exceptional service that contributes substantially to the well being of Augsburg by furthering its purposes and programs. FIRST DECADE AWARD SPIRIT OF AUGSBURG AWARD Susan Arntz ’94 Arthur V. Rimmereid ’53 Susan (Horning) Arntz graduated from Augsburg in 1994 with a B.A. in political science and a minor in metrourban studies. In 1999, she earned a master’s degree in public administration from Hamline University. Despite her young age, Arntz possesses a vast amount of knowledge and leadership skills related to public affairs and government, and has utilized these for an exemplary career in public service. Following her graduation in 1994, she served as an intern to Commissioner Peter McLaughlin of Hennepin County, Minn. During that same time period, she served as assistant administrator and economic development coordinator of the City of Chaska (Minn.), and from 1998–2001 as the assistant city manager of New Brighton, Minn. Over the last several years, she has served as the city administrator of Waconia, Minn. She has skillfully managed increasingly larger city projects, and has directed major projects in the rapidly growing community of Waconia. Clearly, Arntz is driven to excel in her chosen field of city management; she approaches the responsibilities and call of public service with tremendous enthusiasm and dedication. She has worked tirelessly to construct an innovative and successful partnership between the city and the development community and other agencies. Since 2001, Arntz has served as a member of Augsburg’s Alumni Board of Directors, contributing a valued voice of vision, reason, and influence. In addition to sharing her time with the College, Arntz is also a member of Augsburg’s Century Club. A woman of deep faith and Christian values, Arntz is an active member of her church and community. She and her husband, Jonathan ’95, have two children. The Rev. Arthur V. Rimmereid graduated from Augsburg College and Seminary in 1953 and 1956, respectively. His first call was to a parish in north central North Dakota—Bisbee Lutheran Church— where he served as pastor from 1956–1962. He then served as pastor of Advent Lutheran Church in Coon Rapids, Minn., where he was asked to develop a new mission congregation. From 1967–1983, he served first as assistant pastor and then as senior pastor at Bethlehem Lutheran Church in Brainerd, Minn. Rimmereid’s 27 years of distinguished parish ministry—in a rural community, in a mission congregation, and in a larger established congregation—served as excellent preparation for his next call to serve as assistant to the bishop of the Northern Minnesota District, ALC, from 1983–1987. He served in that capacity until the merger and was called to a like position in the new Northwestern Minnesota Synod of the ELCA, serving again as assistant to the bishop from 1988–1991. In 1991, he was elected bishop and served until his retirement in 1995. A strong supporter of his alma mater, Rimmereid often and proudly encourages others to attend the College and also to provide financial donations to support its programs and its mission. In addition, he is a regular participant and speaker at College events—particularly in chapel, where he shares his spirit of dedication, his love of people, and his message of faith. Rimmereid has distinguished himself as an active member of Kiwanis International for a number of years. He and his wife, Charlotte (Kleven) ’52, reside in Maplewood, Minn., where in addition to church activities, they are active volunteers in the community. A person of compassion and integrity, Rimmereid’s achievements and service exemplify the ideals and mission of Augsburg. Fall 2004 9 HOMECOMING 2004 THE NYDAHL FAMILY honored with the Distinguished Service Award by Lynn Mena T Courtesy photo he Distinguished Service Award recogizes “formative families” who have made a substantial and continuing contribution to Augsburg and to its mission in the world through their vocations, their philanthropy, and their citizenship. This year’s recipient is the family of Johannes and Tabitha Nydahl, honoring their Norwegian and Lutheran heritage and their generations-long connection to the College. Over the years, many descendents of Johannes and Tabitha have attended Augsburg, including their three sons, Theodore, Malvin, and Harold. The Nydahl family members, through their careers and avocations, have long illustrated Augsburg’s mission of “education for service,” and it is a great honor to recognize them with this special award. Johannes Ludvigson Nydahl was born Feb. 20, 1863, at Sondfjord, Norway, to Ludvig Olson Nydahl and Nille Johannesen Holsen. As the oldest son, Johannes stood to inherit the family farm. However, he relinquished this right in order to realize his dream of exploring the world. He considered going to South Africa or the Sandwich Islands (Hawaii), but chose instead the United States, emigrating in 1882. When Johannes arrived in the United States, he first worked as a lumberjack in northern Minnesota and then as a stonemason in Minneapolis—the First Baptist Church was one of his masonry projects. By these jobs he earned enough money to attend Augsburg. Johannes’ wife, Tabitha, was born to immigrants on a southern Minnesota farm. She was the daughter of Torger T. Rygh, who arrived in America in 1845 along with several siblings and their parents. Johannes Nydahl Johannes graduated from both the College and the Augsburg Seminary, attending from 1883–1891. Although he was never ordained, he was deeply involved with the Lutheran community, and served as a vicar in Watertown, S.Dak., in 1891. He then served the College as a professor of history and Norwegian from 1891–1920, before beginning in 1920 as Augsburg’s head librarian, a post he held until his death in 1928. During his years at Augsburg he also served as an instructor at Deaconess Hospital in Minneapolis from 1909–14. Among his many community and church activities were serving as Sunday school superintendent at Trinity Church, as president of the Minnesota Total Abstinence Society, secretary of the Folkebladet Publishing Company, treasurer and then president of the Board of the Deaconess Home, and secretary of the Lutheran Free Church, being listed as one of the 10 prominent men in the church’s development. An outstanding musician, too, Johannes was a member of the Augsburg Quartette, which toured throughout the 10 Johannes and Tabitha Nydahl pose with their six children. Pictured from L to R are: Ragna, Tabitha, Malvin, Agnes, Harold, Theodore, Johannes, and Valborg. upper Midwest and Michigan through the late 1880s and early 1890s. In 1895, the Quartette toured Norway, the first concert tour by Norwegians in America back to the fatherland. The Nydahls also were members of the Saga Hill community, a colony established in the 1880s by Augsburg professors, ministers, bankers, and professional men, most of them being members of Trinity Tabitha Nydahl Church who were deeply interested in the College and its success. They purchased 40 acres from a farmer in the Lake Minnetonka area where they built summer cabins. Johannes and Tabitha—who lived on the Augsburg campus for more than 30 years in what was to become known as West Hall when it became a girls’ dormitory—raised a family of six children. Ted became a history professor at the University of MinnesotaMankato, and later head of their Humanities Department; Mally became an orthopedic surgeon in Minneapolis after a standout athletic career in football, basketball, and baseball at the University of Minnesota. Harold became a pastor and counselor, and Ragna, Agnes, and Valborg all married Lutheran pastors and Augsburg graduates—Melvin Olson, Clarence Carlsen, and Torgney Kleven, respectively. All six children were great musicians, the three sisters singing in a much sought-after trio, and the three brothers being both singers and choir directors. This award celebrates the contributions and legacy of Johannes and Tabitha and the extended Nydahl family. Fall 2004 BY PAUL S. MUELLER, M.D. ’84 Scientific inquiry will reveal truth and lead to more questions “Where truth is, there is God.” —Miguel de Cervantes I give thanks and praise for my years at Augsburg. I am grateful for the knowledge I learned, the skills I acquired, and the experiences I had. But I am especially grateful for the professors, fellow students, and other individuals at Augsburg who encouraged me to think about science and the physical universe in the context of the Christian faith. Faculty members like John Holum, Earl Alton, Ralph Sulerud and others patiently spent countless hours with students like me, helping us not only to understand the universe, but also the relationship between the universe and God. Kermit Paulson and Mark Engebretson, persons of faith, encouraged my wife Nancy (Mackey) ’85 to pursue a degree in physics, an advanced degree in engineering, and ultimately careers in engineering and science teaching. To me, these teachers made physics understandable and God’s universe more spectacular. The desire for truth at Augsburg continues today. I am awed by the innovative education and research programs conducted by the science faculty. Seeking scientific truth at Augsburg is not simply memorizing and reciting facts. Instead, it is learning Fall 2004 methods of scientific inquiry that reveal truth and lead to more questions. The cycle of hypothesis, inquiry, discovery, and generating new questions and hypotheses about the universe leads to new knowledge and understanding. Whereas ignorance leads to fear and conflict, knowledge and understanding lead to comfort, joy, and peace. In other words, the truth makes us free. A tour of the current science building reveals how innovative and vital the science faculty is. This education is made complete by the Augsburg experience, a liberal arts education that places scientific truth in the context of other truths such as spiritual, humanistic, and philosophical truths. This milieu encourages the Augsburg science major not to seek just a job, but a true vocation, which Frederick Buechner describes as “the place where your deep gladness meets the world’s deep need.” A major focus of the current campaign, Access to Excellence: The Campaign for Augsburg College, is a new Science Center. It is widely acknowledged that the current Science Hall is inadequate to fulfill and sustain the vision for science education and research at Augsburg College. Despite the limitations of the current facility, the sciences at Augsburg have grown. In addition, the number of science majors, education opportunities, and research programs has grown. Indeed, the College and the science faculty have been very creative in using and modifying the current facility, which is now more than 50 years old, to meet new challenges as they arise. For example, the site of an active living coral reef on the second floor of Science Hall in the Biology Department is truly amazing. Yet, this example of creativity reflects the enthusiasm the Augsburg science faculty has for teaching and research irrespective of the facility. This enthusiasm has undoubtedly played a crucial role in the growth and success of the science departments. Nevertheless, the time has come for a new Science Center at Augsburg College. This center will provide an environment conducive to teaching and mentoring science students and conducting research (SCIENCE continues on page 12) Vision is published by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Lynn James Graphic Designer Kathy Rumpza Photographer Stephen Geffre Contributing Writers Lynn James Paul Mueller, M.D. ’84 www.augsburg.edu/campaign 11 3M Foundation partners with Augsburg in gift and matching grant challenge The 3M Foundation has announced a partnership with Augsburg College to raise $600,000 in support of its new Science Center. For every dollar donated by a 3M employee or retiree, the 3M Foundation will contribute three dollars. Under this 3:1 challenge, the foundation will match up to $100,000 in contributions from employees or retirees with a $300,000 gift. Additionally, the foundation itself is contributing $200,000 to the Science Center. The grant challenges the College to raise up to $100,000 in gifts and pledges from 3M employees and retirees between Oct. 15 and Dec. 10, 2004, according to Alex Cirillo, Jr., vice president for the 3M Foundation. “This is a tremendous gift that provides Augsburg the opportunity to raise $600,000 in new funding for our campaign’s top priority—the new Science Center,” noted Sue Klaseus, Augsburg’s vice president for institutional advancement. “We are excited about the 3M Foundation leadership commitment.” Gifts toward the 3M Foundation challenge grant can come from any of its employees or retirees, Klaseus said, but the College’s primary effort will be geared toward the hundreds of Augsburg alumni and parents who work for the company. SCIENCE continued from page 11 at 21st-century standards. It will, in part, preserve and grow opportunities to explore science at Augsburg. Finally, the Science Center will be a major focal point of the Augsburg campus, where faith and reason are reconciled, where truth is loved and sought, and God is found. What can you do? • Keep Augsburg leadership, faculty, staff and students in your prayers. • Be an ambassador of Augsburg. Share with others, especially family, friends, and potential students, the good things that are happening at Augsburg, especially in the science departments. Encourage them to partake in the Augsburg experience, a place where the search for truth is encouraged and 12 nurtured, where science meets and honors God, and where seeking and finding the truth makes one free. • Get involved. Visit the campus and see what is happening at Augsburg. Attend alumni events. • Give generously to Augsburg. Consider joining the Maroon & Silver Society. Prayerfully consider committing to Access to Excellence: The Campaign for Augsburg College. Include Augsburg in your estate plan (e.g., will, insurance policy, annuity). ■ Paul S. Mueller ’84, M.D., M.P.H., F.A.C.P., is a consultant at the Mayo Clinic Rochester and a member of the Science Advisory Board. He is a former president of the Augsburg College Alumni Association Board of Directors. 3M hosted a campaign “event” at its headquarters in November to help raise awareness for both the campaign and this special matching gift opportunity. Joining Klaseus at the event was Augsburg President William V. Frame, Provost Christopher Kimball, Professor Nancy Steblay, science faculty, students, and alumni. For additional details on this challenge, contact Sherry Jennings-King at 612-338-4823 or <jenningk@ augsburg.edu>. ■ SAVE THE DATE JANUARY 7, 2005 Friday Forum—noon-1 p.m. Featured speaker Senator Dave Durenberger Brown bag luncheon, Christensen Center Call 612-338-4821 for details JANUARY 29, 2005 Women’s Connections,Thrivent Financial 625 4th Ave., Minneapolis FEBRUARY 4, 2005 Friday Forum—noon-1 p.m. Brown bag luncheon, Christensen Center Call 612-338-4821 for details FEBRUARY 10, 11, and 12, 2005 17th Annual Nobel Peace Prize Festival and Forum, Augsburg College campus MARCH 4, 2005 Friday Forum—noon-1 p.m. Featured speaker Senator Mark Dayton Brown bag luncheon, Christensen Center Call 612-338-4821 for details MAY 16, 2005 Second Annual Healthcare Conference Details to follow www.augsburg.edu/healthcare Fall 2004 Director of development named After a national search, Stephen Preus assumed his role as director of development in October. “Preus brings a strong background of corporate and community experiences to the role,” said Sue Klaseus, vice president for institutional advancement. “Stephen articulated well his passion about Augsburg’s mission and vision. We feel confident that his expertise and external perspective will continue to enhance the success of Augsburg’s current capital campaign and our long-term advancement program,” she continued. Preus succeeds John Knight, who left Augsburg in May to pursue opportunities with his church, and interim director Richard J.Weiland, of Northfield. Prior to joining Augsburg, Preus owned CM IT Solutions in Edina, Minn., and was a longtime employee and officer of Thrivent Financial for Lutherans and its predecessor company Lutheran Brotherhood. Preus is active in numerous community organizations and lives in Burnsville with wife, Martha, and their two children. ■ CAMPAIGN CORNER • An anonymous endowment gift of $2 million was given this fall. • Thrivent Financial Services is offering alumni, friends of the College, faculty, and staff the opportunity to join Thrivent’s GivingPlus charitable/matching gift program. For details, contact Stephanie Malone, director of The Annual Fund, at 612-338-4825. • Broadcasting of Advent Vespers nationwide this year was made possible by generous lead gifts from the extended Hoversten family,Thrivent Financial for Lutherans, and a number of other friends and alumni of Augsburg College. (Read about the broadcast on p. 5.) If you’d like to consider a gift to the Advent Vespers broadcast, funding is still needed. Contact Sherry Jennings King at 612-338-4823 by December 31 for this year’s pledge form. WE’VE MOVED Institutional Advancement moved from Smiley’s Point recently when Fairview Health Services exercised its option on Augsburg’s lease to house the Fairview Foundation. Vice President Sue Klaseus, administrative assistant Kathryn Croyle, and the Institutional Advancement and Alumni and Parent Relations departments are located in Science Hall 152. Development, Government and Community Relations, and Advancement Services are in downtown Minneapolis in the Crown Roller Mill Building next to the former Whitney Hotel, just off Washington Avenue near the new Guthrie Theater site. All email addresses are the same, but to contact individuals in the Crown Roller Mill building, please call the phone numbers listed. Fall 2004 KAY AHLSTROM 612-338-4818 STEPHANIE MALONE 612-338-4825 MELISSA BAWEK 612-338-4819 DONNA MCLEAN 612-338-4826 TRACY BECKMAN 612-338-6536 KIM OLMSTED 612-338-4827 DAVE BENSON 612-338-6539 STEPHEN PREUS 612-338-4828 JEROY CARLSON 612-338-4820 PHIL QUANBECK, SR. 612-338-6539 CHRISTIN CRABTREE-MCWETHY 612-338-4821 PATRICK SHEEHY 612-338-6533 KEVIN HEALY 612-338-6537 BARBARA HUTSON 612-338-4822 STEPHANIE STUART 612-338-6534 GEORGE SVERDRUP 612-338-6539 SHERILYN YOUNG 612-338-6535 SHERRY JENNINGS-KING 612-338-4823 JENNIFER KAHLOW 612-338-6540 SUE KLASEUS 612-338-6538 FAX 612-338-6542 MAIN OFFICE NUMBER 612-338-0002 RON MAIN 612-338-4824 13 Superb results through Class Challenge Strides to increase annual giving continue as “alumni participation for the past five years has increased to 20 percent,” said Stephanie Malone, Augsburg Fund director. For fiscal year ending May 2004, $825,000 was raised to support the lives and education of Augsburg students. New this year was the Class Challenge. “We issued a Class Challenge in hopes of involving more individuals in supporting their alma mater.” The criteria used included individuals who could be located within each class year and who held a day student status. Using the aforementioned criteria, the Class of 1937 had 100 percent participation. The Class of 1946 was the top giver, with an average gift size of more than $13,000 and a class participation rate of almost 81 percent. The class of 1985 also significantly increased their participation from past years. “We really appreciate the efforts of each of the Class Challenge participants,” said Malone. “The Augsburg Fund touches every aspect of the College at every moment of a student’s educational experience. It offers financial aid through scholarships and programs that transform students’ lives.” There are many stories of individuals giving to the Class Challenge who have never given to the College or who haven’t given on a consistent annual basis. Richard Koplitz ’48 has given to the College’s athletic programs in the past, but liked what he saw with the College expansion and wanted to support The Augsburg Fund. “Our annual fund support also was made possible by leadership donors, many of whom are Maroon & Silver Society members. Their gifts of $1,000 or more accounted for 75 percent of the annual fund goal this past year,” reported Sue Klaseus, vice president of Institutional Advancement and Community Relations. Augsburg’s goal is to nearly triple annual fund giving by 2006 to reach a 30 percent alumni participation rate. “This is a vibrant, evolving college,” said Malone. “Alumni giving to enhance the institution makes an Augsburg degree more meaningful. There are so many ways to support Augsburg, and contributing to the annual fund to support scholarships is one meaningful way.” ■ Contact Malone at 612-338-4825 or by e-mail at <malone@augsburg.edu>. Dorothy and Richard Koplitz ’48 CLASS CHALLENGE RESULTS (as of May 31, 2004) Class of Class Part. Class of Class Part. ’30 33.33% ’69 21.50% ’33 16.67% ’70 24.82% ’34 28.57% ’71 21.28% ’35 22.22% ’72 19.93% ’36 40.00% ’73 16.33% ’37 100.00% ’74 20.28% ’38 83.87% ’75 10.50% ’39 41.94% ’76 29.80% ’40 43.90% ’77 16.49% ’41 22.81% ’78 20.14% ’42 32.73% ’79 27.71% ’43 38.60% ’80 14.33% ’44 20.69% ’81 24.73% ’45 97.78% ’82 12.61% ’46 80.95% ’83 15.76% ’47 60.00% ’84 24.91% ’48 55.68% ’85 31.67% ’49 44.80% ’86 6.93% ’50 51.58% ’87 11.62% ’51 50.68% ’88 17.97% ’52 51.91% ’89 11.73% ’53 63.03% ’90 11.07% ’54 30.97% ’91 8.45% ’55 21.51% ’92 7.43% ’56 55.65% ’93 9.94% ’57 40.00% ’94 13.47% ’58 53.97% ’95 7.47% ’59 42.96% ’96 4.94% ’60 25.63% ’97 10.54% ’61 32.45% ’98 11.95% ’62 23.21% ’99 11.80% ’63 41.71% ’00 2.70% ’64 35.96% ’01 2.70% ’65 33.93% ’02 4.69% ’66 37.67% ’03 1.21% ’67 22.12% 27.27% ’04 0.29% ’68 14 TOTAL 20.57% Fall 2004 THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM Fall 2004 THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM core curriculum T H E A U CORE G S B UCURRICULUM RG THE AUGSBURG THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM is designed to E D U C AT I N G F OCURRICULUM R WORK, THE AUGSBURG CORE THE AUGSBURG CORE CURRICULUM prepare students to become effective, informed, and SM E D U C AT I N G F O R L I F E ethical citizens through their engagement in a THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM curriculum that: provides a liberal arts foundation and CURRICULUM promotes the THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE ▼ acquisition of intellectual and professional skills; THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM calls for common inquiry into questions of Christian ▼ faith and the search for meaning; and, THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM ▼ cultivates the transformative discovery of, and appreciation for, the student’s place ofCURRICULUM leadership THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE and service in a diverse world—vocatio and caritas. THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG core curriculum E D U C AT I N G F O R W O R K , E D U C AT I N G F O R L I F E BY BETSEY NORGARD ▼ DESIGN BY KATHY RUMPZA When students look at colleges, one of the first areas they ask about is the list of majors or academic disciplines offered. Seldom are they as interested in other required courses, usually called the general education or core curriculum. What they don’t realize, however, is that this part of their college study is recognized within the higher education community to be as important as their major or area of specialization in preparing them for an increasingly technical, complex, and diverse workplace. Following extensive study, a national panel of the Association of American Colleges and Universities (AAC&U) issued a report in 2002 that makes the case for a “liberal” education, meaning one that will “help college students become intentional learners who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lives.” A liberal education prepares students with skills beyond the theory and depth of a specialization that they will need to meet the challenges of a global society— critical thinking and communicating, the knowledge of how to learn, and the preparation for responsible citizenship. One hallmark of a liberal education is the integration of classroom learning with practical application through internships, community service, and other forms of experiential learning. A liberal and practical education educates students for responsible citizenship as well as for 16 ▼ work and careers. The good news for Augsburg is that educating for citizenship has always been part of an Augsburg education. Joan Griffin, Augsburg professor of English and director of general education, wrote in a recent discussion paper, “Education for citizenship may be trendy now, but as many of us discovered … it’s been in the bones of this College at least since September 1874 when the faculty approved a science division that would provide ‘a practical general education’ to prepare Norwegian immigrants to flourish as citizens of their new world.” In the area of experiential education, and especially in servicelearning where community service is integrated into classroom learning, Augsburg has been a national leader for many years. In 2003, U.S.News & World Report, in its “Programs to Look for,” included Augsburg among 20 schools nationwide as a “stellar example” of a service-learning program. PHOTOS BY STEPHEN GEFFRE previous general education course requirements spread over eight liberal arts “perspectives,” and—most importantly—that aligns it more closely with Augsburg’s vision document, Augsburg 2004: Extending the Vision. LAUNCHING THE AUGSBURG CORE In fall 2003, Augsburg launched the Augsburg Core Curriculum, or Augsburg Core, a new general education curriculum that incorporates the best practices from national research, that streamlines the At Opening Celebration, new first-year students process into Hoversten Chapel through the ballooned arch and through a line of welcoming faculty and staff. Fall 2004 For more than two years, several committees involving over 25 faculty and students worked to define the underlying principles of general education at Augsburg. Then, over several months a design team collaborated to construct the new curriculum. The full faculty discussed the proposal in open hearings and finally voted its approval. The Augsburg Core Curriculum Design Team CORE PRINCIPLES A number of key principles make up the heart of the Augsburg Core. Augsburg believes that students learn best in community. Thus, “learning communities” are at the center of the Augsburg Core. Students begin their college careers in the Augsburg Seminar learning communities, and they complete their careers in their major keystone communities. Both connect students with faculty and with fellow students. In the first year almost all courses are taught by full-time faculty, not adjuncts, to encourage these connections. The community of learners is strengthened by having all students share educational experiences at several places during their studies where common questions are considered and continually revisited. This is accomplished through common readings, through required courses, and through required experiences to which students apply their classroom learning. At the heart of the Augsburg Core are Joan Griffin, chair . . . . . . . .English Lori Brandt Hale . . . . . . . .Religion Dal Liddle . . . . . . . . . . . . . .English Merilee Klemp . . . . . . . . . . .Music Diane Pike . . . . . . . . . . .Sociology Ambrose Wolf . . . . . . . . . .Physics The result of this work over these several years is a carefully crafted, cohesive education that blends broad, general learning with depth in one or more specific areas and prepares students with tools to succeed. The Augsburg Core combines hallmarks of the College’s Lutheran (and, specifically, Lutheran Free Church) heritage, its long-standing commitment to educating students for service in the world, its commitment to provide access to a diverse learning community, and its location in the center of an urban area. Woven throughout are the themes of Christian faith, exploration of vocation, the city, diversity, and global awareness. It is an education distinctive to Augsburg College, and it offers a life-changing journey for students, truly a transforming education. Fall 2004 In their Augsburg Seminar, first-year students begin learning about the city in which they will study, live, and work by exploring its resources and opportunities and engaging in community service projects. Sociology professor Diane Pike (right) leads an AugSem group as they explore downtown Minneapolis streets. 17 the two signature courses called Search for Meaning that are required of all Augsburg students. In these courses, the themes most important to Augsburg’s mission and vision—vocation, identity, and Christian faith—are introduced and revisited as students begin to reflect in more substantive ways about these issues. The Core Curriculum is designed to be developmental. From the first year onward, the curriculum introduces shared themes through common experiences, engages students in the city, builds skills in the major, broadens perspectives through the liberal arts, requires application of learned theory, and, finally, pulls everything together in a keystone course before graduation. Augsburg students continually have Becoming an orientation leader is one way in which students can grow as leaders on campus. Here, during summer orientation, Laura Prasek ’05 helps a new student figure out his academic schedule for the first semester. 18 opportunities to develop leadership skills for service in society: through knowledge gained from the breadth of their liberal arts courses, through the embedding of skills development in their major courses, and through the many forms of experiential education in the Twin Cities or elsewhere where they can apply their classroom learning to practical situations. An Augsburg education places emphasis on the whole student, both in academic classroom study and activities outside of the classroom. Working in tandem with the academic curriculum is the co-curriculum, i.e., the rich variety of college life that includes support services such as advising, tutoring services, and accommodations for physical and learning disabilities, as well as student government, sports, residence life, campus ministry, and many other social organizations. All of this helps students build the confidence and skills they need to become leaders. Two significant aspects of an Augsburg education—the commitment to a diverse learning community and the importance of global awareness—are intentionally infused throughout both the core curriculum and the major, rather than being targeted in specific courses. Students will encounter these themes inherent in Augsburg’s identity throughout their studies. In several cases the themes are imprinted in a common experience. For example, the Effective Writing course, required of first-year students, includes a common text chosen for its culturally, racially, and ethnically diverse content. Throughout the core curriculum, students will encounter opportunities to experience and discuss the nature of human differences. The Augsburg Core is designed for all undergraduate students and is required of all, including those in the traditional day program, in Weekend College, and the Rochester program, albeit with some adjustments and slightly altered format for weekend and transfer students. While weekend and Rochester students do not participate in the firstyear program, they must fulfill all other requirements of the curriculum. For the most part, adult working students value the Augsburg Core for its emphasis on liberal arts, and they understand its application to their work or life situation. They often use their own workplace as the setting for a project to fulfill the Augsburg Experience. Many students also take advantage of shortterm study seminars to experience another country or culture. Augsburg’s Honors Program is rooted in the Augsburg Core and offers an enriched and interdisciplinary environment in which students explore the many dimensions of ideas and uses of knowledge. Its courses lead students through a specially-designed core curriculum for academically-qualified students. IMPLEMENTING THE AUGSBURG CORE In 2003, Augsburg’s Center for Teaching and Learning received a three-year grant from the Bush Foundation to help faculty implement the new Augsburg Core. During the past year, faculty have met in learning collaboratives to address best teaching and learning practices. The grant has also funded workshops, materials, and research collaborations. For faculty, the new core curriculum has resulted in a significant shift. Formerly, faculty members generally designed, taught, and evaluated their own courses within departments. The new curriculum calls upon faculty to Fall 2004 collaborate across departments and disciplines, since all courses now serve the broader goals of an Augsburg education, including embedded skills, service-learning, and other kinds of learning beyond the specific subject matter. “It’s work that will have as much payoff for faculty, if we do it well,” comments Diane Pike, professor of sociology and director of the Center for Teaching and Learning. “Faculty gain a much better understanding of how the curriculum meets its goals; it gives us an intentionality and explicitness that we didn’t have before.” The Augsburg Core’s distinction has not gone unnoticed. While higher education is clearly moving towards the “liberal education” called for in AAC&U’s national report, Augsburg shows clear leadership with its emphasis and commitment to service-learning and the development of learning communities. The College is actively participating in this national discussion and is being recognized for the distinctiveness and coherence of the new core curriculum. Representing the Augsburg Core graphically as an arch becomes an effective tool to explain the comprehensiveness of the curriculum as well as to help students navigate through the courses to graduation. Creating the Augsburg Core has been a self-examination of the most fundamental values of Augsburg’s heritage, mission, and vision. An Augsburg education is now more closely aligned with the vision of “transforming education” the College understands itself called to offer, helping students to find their place in the world and reach their potential. Provost Christopher Kimball sums it up on Augsburg’s Web site, “We are one college with one mission, offering one unique experience.” Fall 2004 The Augsburg Arch The Augsburg Arch visually demonstrates the structure, relationships, and coherence of the Augsburg Core Curriculum. It shows how the liberal arts, academic majors, and general education intersect, and how the liberal arts are foundational, both in content and skills. The keystone brings it all together and supports the whole as an integrated education. The Augsburg Core has three major components: ▼ The Signature Curriculum ▼ The Liberal Arts Foundation ▼ Skills Requirement The Signature Curriculum sets Augsburg apart from others. It includes both specific courses and elements of courses that engage students with the core values inherent in Augsburg’s mission and heritage. 1. THE SIGNATURE CURRICULUM Augsburg Seminar (first-year program) helps first-year weekday students make the transition to college in “learning communities” based on their major or other academic interests. In these courses students learn what it means to become a citizen of an academic community. Many of these courses also include an Engaging Minneapolis component, which introduces them to life in the Twin Cities—by exploring the local arts scene, studying environmental issues on the Mississippi, bicycling the downtown riverfront, tutoring neighborhood immigrant children, sampling the local ethnic cuisine, and much more. Search for Meaning 1 and 2—These two religion courses present Christian theology as well as non-Christian faiths and guide students in exploring and reflecting on Augsburg’s concept of vocation—discovering and using one’s own talents and passion in service in the world. Augsburg Experience—All students will complete a required experience that links their academic study to involvement in the broader community, either locally or globally. This experience can be study abroad, an internship, research with a professor, community service-learning, or an offcampus immersion experience. Senior Keystone—The required senior keystone course revisits conversations on vocation, now within the context of the major, and builds on the cumulative combining of theoretical classroom knowledge with experiential applications of it. It also reflects the developmental nature of the Augsburg Core—beginning with Augsburg Seminar, Search for Meaning, and Engaging Minneapolis; then adding growth in major skills and practical application in the Augsburg Experience; and, finally, a uniting of everything in the keystone. 2. THE LIBERAL ARTS FOUNDATION In order to learn and appreciate different ways of knowing and modes of inquiry, students take two courses from different departments in each of the four academic domains. Students may take “connections” courses that are team-taught and examine the liberal arts around themes and across disciplines. 3. SKILLS REQUIREMENTS Courses throughout the four years provide skills beyond the specialization that responsible citizens and successful employees need in the global workplace—in critical thinking, speaking, writing, and quantitative reasoning. Entrance assessments prepare students to take the courses that fulfill graduation requirements in these areas. Core skill requirements include writing, modern language, and lifetime fitness. 19 core curriculum Augsburg Seminar THE FIRST-YEAR PROGRAM BECOMING AN AUGGIE For most first-year students, college is a big change. It may be the first time they have left home or have lived in a city. Many will find that high school did not prepare them for the demanding work load of a college schedule or the cognitive challenges and skills that they will need to flourish in their new academic environment. Augsburg recognizes that first-year students need support as they make the transition to college and successful academic careers. Because of the attention that it pays to the experience of first-year students, Augsburg was named as one of 12 Founding Institutions in the Council of Independent Colleges’ Foundations of Excellence™ in the First College Year Project. Augsburg’s first-year program, Augsburg Seminar, introduces first-year weekday students to the Augsburg learning community. It helps them become intentional learners as they develop the skills and strategies that will lead to success in college. It introduces them to the signature themes of an Augsburg education: vocation, caritas, and community. It introduces them to what it means to be an educated person: an effective, informed, and ethical citizen. From their first day on campus, everything is geared to helping students get off to the right start. Augsburg Seminar courses join students, professors, peer leaders (AugMentors), and campus staff together in “learning communities” based on a student’s major or other academic interests. In these communities, students may work on joint projects, getting to know the Twin Cities cultural scene, meeting and tutoring newly-arrived immigrants in the neighborhood, and writing reflections on these experiences. On the day before classes actually begin, AugSem sections spend the afternoon in community service projects, mostly in the neighborhoods around campus. This year, Kristin Snartland is one of the AugSem students who rode the new lightrail from near campus to downtown, finding out how easy it is to get around. 20 first-year students worked a total of more than 1,000 hours on their AugSem community service projects. In the process they become acquainted with each other, explore the resources of the College community, get connected with the city—and have fun. Many students find college-long (and life-long) friends in their Augsburg Seminar. They get to know their professors—and their professors get to know them, both in class and outside the classroom in AugSem activities. Biology professor Bill Capman’s AugSem section is paired with the Introductory Organismal Biology course, which also includes a service-learning field project. This fall, his students visited a local nature preserve, Dodge Nature Center, to learn about and work to remove invasive plant species from their grounds. As part of their AugSem curriculum, Capman’s group spends time on broader topics—developing good study skills in the sciences, exploring biology and medical-related careers, and, for biology The AugSem/Biology 103 class spent time at the Dodge Nature Center, studying invasive plant species and helping to remove them from the preserve. Professor Bill Capman points out differences between the buckthorn to be removed and ash trees to Brittany Grudem (left) and Jennifer Moe (right). Fall 2004 A Somali community leader, Abdirizak Bihi, introduces an AugSem group to a Somali shop in the Cedar-Riverside area. The class was getting acquainted with Somali culture to prepare them for their later visits in the neighborhood to give people information about voting and registration. majors, getting to know upperclass biology majors and becoming involved in department activities. In Professor John Shockley’s Augsburg Seminar section with its paired Political Patterns and Processes course, students took advantage of the events around the presidential election to study the challenges and opportunities people face in trying the make the world safer and more peaceful. On the AugSem city service projects day this group visited shops and businesses around campus owned by Somali immigrants to learn about their culture. During the semester they met with people in the neighborhood about voting and voter registration. Getting off to the right start Over the past decade, Augsburg has intentionally developed a first-year program that helps incoming students ease the transition to both college life and to the city in which they’ll live, work, and find many kinds of opportunities. Because of this commitment and a readiness to evaluate and improve its program, Search for Meaning All freshman students are required to take the first of two Search for Meaning courses, Christian Vocation and the Search for Meaning. This course explores the broad questions of existence—who we are, why we’re here, etc.—and examines the Christian notion of vocation as a lens through which one’s own life can be considered, informed by faith within the context of these larger questions. Some of the Search for Meaning Fall 2004 sections are paired with Augsburg Seminars, and some have community service-learning components. Religion professor Russell Kleckley’s Search for Meaning section is paired with music professor Merilee Klemp’s Introduction to Music and the Fine Arts, and together they co-teach the Augsburg Seminar. These two courses will jointly study larger questions of meaning in the context of the Judeo-Christian musical tradition—from medieval chanting to today’s rap music. The second Search for Meaning course invites students to think about the role that religion, the Bible, and their own beliefs play in the vocational choices they make in their lives. Students who are not Christian will consider their own religious and spiritual beliefs and how they affect their vocation and place in the world. Augsburg was named one of 12 “Founding Institutions” to participate in a national project to develop a model first-year program that can be used by small, private colleges to help their students reach graduation. The project, Foundations of Excellence™ in the First College Year, is co-sponsored by the Policy Center of the First Year of College and the Council on Independent Colleges. Funding for the two-year project is provided by Lumina Foundation for Education and The Atlantic Philanthropies. 21 core curriculum Engaging Minneapolis “MEETING” THE CITY The first-year orientation booklet tells incoming day students, “When you come to Augsburg, you arrive at the heart of a vibrant city.” While most students have probably visited the Twin Cities before, it was most likely while visiting family or as a tourist, which gave them little knowledge about studying, living, and working in this area. Engaging Minneapolis highlights the importance of Augsburg’s urban location and introduces new students to the resources, issues, opportunities, and diversity of the city. This is the urban context that enables Augsburg to fulfill its mission to prepare students as responsible citizens and leaders in service to the world. Engaging Minneapolis is not the name of a single course, but rather an added course component that makes intentional and substantial use of city resources. Courses with Engaging Minneapolis components are not about the city, but engage the city as a learning laboratory in which students study their particular liberal arts or general education subject matter. Activities in Engaging Minneapolis courses can vary widely— attending concerts and other cultural events, exploring the ethnic restaurants in the neighborhood, tutoring immigrant children or adults preparing for citizenship tests, helping care for community gardens, or discovering the many bike and walking paths along the Mississippi River near campus. Some of the Engaging Minneapolis courses also include courseembedded service-learning—an Augsburg signature. In these classes service experiences and reflective learning are integrated Bicycling Minneapolis is a lifetime fitness course that fulfills Engaging Minneapolis by exploring the history and culture of the city along its bikepaths and trails. 22 As part of her Search for Meaning course, Ashley Boyd helps Somali high school students with their homework and has opportunity to learn about their religion and culture. into the students’ coursework, and the community experience becomes a “text” for the course. Both the students and the community partners learn from each other. Very few colleges include service-learning in first year courses. Mary Laurel True, director of community servicelearning, says that community service is “part of who we are,” and that it’s important for new students right away to get a taste of what it means to be engaged in the community. Several of the AugSem paired classes work with new immigrants in the neighborhoods surrounding the College. In Professor Janelle Bussert’s Religion 100 class, students spend 15 hours at Trinity Lutheran Church in the CedarRiverside neighborhood helping Somali high school students with their homework in Safe Place, an afterschool program. The students study Islam in their religion class, and then find opportunities to talk further and ask questions of the Somali high school students about their religious traditions. Bussert says that some wonderful conversations have arisen while they work together. English professor Bob Cowgill’s Effective Writing students spend 15 hours during the semester working with adult immigrants, mostly from East Africa, at the Franklin Learning Center in the Phillips neighborhood near campus. The students review English lessons or help with flash cards as the adult learners study for citizenship tests. Cowgill’s English course investigates how one knows and accounts for identity through language. He says that his students benefit from meeting and working with the immigrants, and have remarked about how hard the immigrants work to learn English and become Americans. Fall 2004 core curriculum A LESSON IN COMPUTERS AND CULTURE Business/MIS professor Lee Clarke student wrote. “He handed me teaches a first-year course, MIS 175 a piece of paper that said, Principles of Computing for Business. ‘Thanks for helping me.’ It It’s an introductory course for was typed in real big, bold management information systems (MIS) letters. He then looked at me students to learn Microsoft Office and said, ‘Look, I learned how programs and how they are used in to use Word.’ ” business to reach goals and solve A disabled student business problems. thought he would not be able The course is designed to include an to help, but later wrote, Engaging Minneapolis component. That “Little did I know that I was part of the course, which Clarke calls about to prove myself wrong, the experience “text,” involves a very wrong.” The computer partnership with the Cedar-Riverside instructor told him that since Plaza Residents Resource Center. There, he was not able to actually do Augsburg students work 15 hours per Freshman business student Jerrad Honstad helps a Somali woman the computing for the at Riverside Plaza learn computer skills. semester as assistants in the computer residents, it was more class or open lab. The residents are beneficial for them, since mostly Somali refugees; many have they had to listen to the student’s One student wrote, “This experience limited English skills and some have never explanation and do the work themselves. helped me to meet [new immigrants], and touched a computer. For the young business students in I can look at the world and America in a Clarke requires three assignments that his class who have always had computers whole new light. … I feel that you can connect the subject matter with the in their lives, Clarke knows they are now learn more in the short 15 hours I worked service experience. In one, students reflect more aware of the disparities of wealth there than you can in some classes you go on the digital divide with its issues of and technology in the world. The to daily for a whole semester.” technology “haves” and “have-nots” and experience of working with new Another student talked about an talk about how the Resource Center helps immigrants, many of them close to the unforgettable moment after helping an the residents overcome these barriers. The students’ grandparents’ ages, also gave older man learn to use Microsoft Word. last assignment asks the students to reflect them a greater appreciation of culture “Then one day he came in quite as usual personally—what they learned at the and citizenship. but with a huge smile on his face,” the center and how it relates to their course. Keystone PUTTING IT TOGETHER If Engaging Minneapolis is the bookend on the front end of an Augsburg Fall 2004 education, the keystone experience is the final bookend. During the years in between, students delve into a major, build professional as well as life skills, apply their classroom learning, explore faith, and experience the city. The keystone course usually occurs in the senior year, close to graduation. The keystone in the Augsburg Core, as in architecture, provides the shape and support to the structural elements of the arch. It connects the broad liberal arts foundation with the professional skills and the in-depth study in the major. It helps students begin the transition to their after-college life. Learning goals include a revisiting of the critical conversations about vocation that were begun in the first Search for Meaning course. Attention is paid to reflection on vocation, leadership, and service in a diverse world. The value of the keystone, says MIS professor Nora Braun, who piloted an MIS keystone course, is that it’s time focused on thinking about all the pieces in an Augsburg education and what the student has done with them. “It’s a reflection and a pulling together of the total experience in and out of the classroom.” Braun asks her students to write an “education autobiography” that reflects on the identified outcomes of their Augsburg education. 23 core curriculum Augsburg Experience CONNECTIONS TO COMMUNITY Augsburg recognizes that today’s citizens need new kinds of competencies— abstract and complex problem-solving, systems thinking, and collaboration, among others. These are skills that cannot be learned in normal classroom activity alone, but are enhanced with direct experience in the workplace and community. In the Augsburg Core all students are required to complete an approved Augsburg Experience, one of the signature elements in the core curriculum that adds value to an Augsburg education. The Augsburg Experience can be completed in one of five ways: ▼ internships, cooperative education, practica, fieldwork, and clinicals ▼ faculty-student research ▼ community service-learning courses and experiences ▼ study abroad ▼ off-campus immersion experiences The Augsburg Experience, in short, links the theoretical with the practical, and links on-campus experience to the wider community. Every approved “experience” must engage the student in the community away from campus. To help them tailor an experience to their studies and interests, students work with faculty; the staff and resources of the Center for Service, Work, and Learning; and the Office of International Programs (OIP). Internships and cooperative education have traditionally been the most common choices for work-based 24 experiential education. Several professional studies majors already require student teaching, practica or fieldwork, and internships. Some Weekend College students who are working full time find they are able to develop an Augsburg Experience in their own jobs by compiling a formal plan, approved by the Center for Service, Work, and Learning, identifying a minimum of three learning outcomes that make deliberate connections between their education and work. Augsburg offers outstanding opportunities, especially in the sciences, for student-faculty research. Students work with their professors on original research that is usually more common at the graduate level. Through this, students learn to apply knowledge from their major and engage in the research process and in the discoveries, both successes and failures, that contribute to the body of knowledge in their discipline and benefit the wider community. Augsburg’s Physics Department collaborates on a number of ongoing research projects with major universities and government agencies, giving its students original research opportunities from their freshman year forward. The department enjoys an international reputation for research excellence, and its students have won several awards for outstanding presentations. Students can also meet the Augsburg Experience through courses with servicelearning components. A portion of course time is spent in service at the site, reflection, discussion, and related activities. Or, students can work at approved sites and carry out reflection activities with Augsburg faculty or staff members. Augsburg has built partnerships with more than 30 community organizations and is a recognized national leader and awardwinner. Students have a variety of choices for study abroad through the Center for Global Education’s study centers in Sociology and metro-urban studies students visited U.S. Rep. Martin Olav Sabo ’59 on their study trip to Washington, D.C., last spring to talk with people in public service about their vocations and working “on the hill.” (R to L): Lois Olson, Center for Service, Work, and Learning; Jennifer Nacey; Jessica Howard; Lori Cain; Amanda Froiland; Ray McCoy; Ted Arrindell; Maria Belen Power; Adela Arguello; Krista Dahlke; Kendra Kahlow; Kate Loyd; and Garry Hesser, professor of sociology and metro-urban studies. Fall 2004 Central America, Mexico, and southern Africa. Also, the International Partners program offers opportunities in European countries where Augsburg has formal university partnerships and internship opportunities. Other programs are available with approval from OIP. The fifth possibility for an Augsburg Experience is through off-campus immersion. These are typically weeklong experiences away from campus where students are engaged in learning that helps them understand, apply, and appreciate their Augsburg education in a diverse, global society. One example of off-campus immersion includes the visits made by Weekend College nursing students to the Pine Ridge Reservation in South Dakota. There they meet with public health nurses, shadow them in their daily work, and learn about Lakota culture. An English major looks at rap music by Keme Hawkins It was the summer before my senior year and I knew I wanted to apply to graduate school. It was important for me to get some research experience and quick. The University of Minnesota’s McNair Summer Research Program accepted me, and I worked with the Institute on Domestic Violence in the African American Community under the mentorship of Dr. Oliver Williams from the College of Human Ecology, School of Social Work. It seemed a strange home for an English major, but my McNair adviser assured me that it would be a valuable experience. The Institute holds annual conferences that focus on specific aspects of domestic violence and this year’s conference theme was “Domestic Violence and the Hip-Hop Generation.” In keeping with the theme I tailored my research to complement the research already in progress and formulated a study that looked at whether or not people are influenced by the suggested gender identities in rap music and how that affected their dating and marital relationships. The scholar’s group reported weekly to the seminar, where we would be debriefed on each aspect of the research process: developing an introduction, explaining the significance of the study, forming a hypothesis, doing a literature review, forming methodology, compiling results, creating a discussion, and making recommendations for further study. The dispensing of our stipend was contingent upon completing each research step by a certain time, while also doing work to help prepare us for graduate school, like writing a personal statement, putting together a curriculum vitae, and making Fall 2004 a list of graduate schools to apply to. My research concluded with the Domestic Violence and the Hip-Hop Generation conference at York College in Queens, N.Y. Because my professor thought so highly of my work and was impressed with my knowledge of hiphop music and culture, I was invited to take part in a plenary session where I discussed the impact of sexist rap lyrics with the rap group Holla Point and practitioners who work to combat domestic violence. As an English major, entering the world of social science was not as unnatural or discomforting as I would have imagined. While the social sciences study human behavior, literature is a study of the human condition through non-fiction accounts and human imagination. Having the opportunity to do interdisciplinary work has not only given me another perspective on how to think more broadly within my own field, but it has also allowed me to get better focus on the kind of graduate program for my interest. African-American literature can offer me the best of those worlds—having a definite house or genre or body of literary work to study based in a social science is the ideal place for me. Keme Hawkins is a Weekend College senior English major and a McNair Scholar. Weekend College senior English major Keme Hawkins used her knowledge of hip-hop music and culture in research on domestic violence that she carried out last summer with a professor in the Institute on Domestic Violence in the African American Family at the University of Minnesota. 25 Meet Joan Griffin PROFESSOR OF ENGLISH D I R E C T O R O F G E N E R A L E D U C AT I O N Joan Griffin has lived and breathed the mission and values of Augsburg College. She is the co-author of the College’s vision document, Augsburg 2004: Extending the Vision, that was approved in 1999, and has also co-authored its update and revision, presented to the Board of Regents for approval in January 2005. Augsburg Now posed the following question to her: What are the most important core values from the College’s mission and vision that are now imprinted in the new Augsburg Core Curriculum? One, of course, is vocation … the idea that each student brings a unique set of talents and abilities and potential. We need to cultivate all of these abilities, not just the academic ones, but all the talents that students bring with them. Certainly, also important is citizenship, or “the city.” We tried to expand the notion of city, so that it’s not just an urban studies requirement, but it really has to do with providing an education for citizenship. The College has always done that; it’s part of why the College is a college rather than a seminary—early leaders were concerned with how to prepare Norwegian immigrants to become citizens. Right away we want students to know they they’ve come to a terrific place and that they can learn here, both inside and outside the classroom. We introduce this theme in Engaging Minneapolis and repeat it in the Augsburg Experience, where once again we ask them to go beyond the classroom and actually put into practice what they’ve learned in the classroom. For the first time we have overall goals in our curriculum—we want students to become effective, informed, and ethical citizens. The emphasis on ethics comes from our Lutheran heritage, but we want it to pervade the entire curriculum. Effective citizens need the skills of knowing how to write, to read, to think critically. Those skills should be addressed intentionally throughout the curriculum, but general education can be particularly accountable. We know too that effective citizens will need to function in a diverse society. Although we explicitly introduce the theme of diversity through the Many Voices Project in the first year, the new Augsburg Core calls for an infusion model of diversity whereby we’ll ask the entire curriculum—especially majors— to think about the skills and knowledge that their students will need to be responsible citizens of an increasingly global society. The Signature Curriculum does really hit these distinctive parts of an Augsburg education. The two Search for Meaning courses address vocation through the lens of our Lutheran heritage. The city, of course, we address within our metropolitan setting through the Engaging Minneapolis requirement. There is also the notion of caritas, the demand for God’s love to be enacted in the world. An Augsburg education is an education for action. We see this throughout the curriculum—in Augsburg Seminar, in Engaging Minneapolis, and in the Augsburg Experience. Contact information Office of Undergraduate Admissions Weekend College Admissions 612-330-1001 or 1-800-788-5678 admissions@augsburg.edu www.augsburg.edu/day 612-330-1101 wecinfo@augsburg.edu www.augsburg.edu/weekend 2 2 1 1 26 R i v e r s i d e A v e n u e , M i n n e a p o l i s , M N 5 5 4 5 4 For information about Augsburg’s Core Curriculum: Barbara Edwards Farley Associate Dean for Faculty Affairs 612-330-1024 farley@augsburg.edu w w w. a u g s b u r g . e d u Fall 2004 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… ello Augsburg alumni! As the first Weekend College graduate to serve as Alumni Board president, I’ve been spending some time considering both the similarities and the differences among our alumni and their experiences. Augsburg has done an incredible job of creating educational programs that fit the contrasting needs of students. In years past, the College was smaller and offered fewer programs. Today, our students may choose from the weekend, Rochester, graduate, or traditional day programs. They may live on campus or they may commute from home. It’s only natural, then, that graduates of 20 or more years ago are likely to have very different memories from those who graduated more recently. In turn, this H also means that the “Augsburg experience” will mean different things for our alumni—their memories are unique and the connection each feels toward Augsburg varies. For example, many adult learners do not feel the same long-term association and affection for the College as do those students who live on campus. However, we all share in the traditions and events that have been treasured to this day, like Advent Vespers and Homecoming. One important goal of the Alumni Board is to help create meaningful relationships between all Augsburg students and alumni. We want everyone to share a deep “Augsburg experience” and a continuing connection with the College—which we believe will help to spread Augsburg’s educational and vocational values throughout the community. All alumni have one thing in common: the great benefit of an Augsburg degree, which does not differentiate between student types. Five alumni appointed to Alumni Board he Augsburg Alumni Board of Directors appointed five new members and elected Bill Vanderwall ’93 WEC as president and Karina Karlén ’83 as president-elect. To view the complete list of board members, visit the Alumni/Parent Relations Web site at <www.augsburg.edu/alumni>. The new members are as follows: T Buffie Blesi ‘90, ‘97 MAL Blesi graduated from Augsburg with a B.A. in business administration and a Master of Arts in Leadership. She is senior vice president and director of operations for TCF Investments. Andy Fried ‘93 WEC Fried graduated from Augsburg Weekend College with a B.A. in management information systems. He is operations Fall 2004 and systems support manager for WindLogics, Inc. Calvin Hanson ‘98 Hanson graduated from Augsburg with a B.A. in history. He is a senior admissions counselor at Augsburg. Joyce Miller ‘02 BS Nursing, Rochester Miller graduated with a Master of Arts in Nursing from Augsburg’s nursing program in Rochester, Minn. She is a registered nurse at the Mayo Clinic and an adjunct instructor at Augsburg. Elizabeth “Liz” Pushing ‘93 Pushing graduated from Augsburg with a B.A. in business administration. She is director of financial services at Providence Place. Of special note in this issue of the Augsburg Now is the article on page 28 about the newly formed Weekend College Alumni Network (WECAN). This group is already developing some great strategies on how we can better connect with current Weekend College students in order to establish a strong alumni relationship later. We value your input on how to accomplish this, so please call the director of Alumni/Parent Relations, Amy Sutton, at 612-330-1525, or e-mail <suttona@augsburg.edu>. You may also e-mail me at <bvanderwall@lssmn.org> with your ideas. I look forward to serving as your new Alumni Board president! Bill Vanderwall ’93 WEC President, Alumni Board Alumni Board elects first WEC alumnus as president ugsburg’s Alumni Board of Directors is pleased to announce the election of Bill Vanderwall ’93 to serve as the 2004–2005 board president. Vanderwall is the board’s first Weekend College alumnus to serve as its president. “I am honored to bring in some new ideas to further connect Augsburg to nontraditional students,” says Vanderwall. “Personally, my degree from Augsburg has had great impact in helping me discern my vocational direction and in setting a course of action on how to get there—ultimately enabling me to work and live in a way that is consistent with my values.” Vanderwall was recently promoted to vice president of family services at Lutheran Social Service of Minnesota. He previously served as LSS’s senior director of housing services. A 27 Alumni News Augsburg student and alumni win legislative and judicial seats by Lynn Mena n November 2, an Augsburg graduate student and three alumni won seats in various legislative and judicial races, while two alumni—Sandy (Voss) Wollschlager ’94 and Kathryn Ness ’02 (both DFL)—were narrowly defeated by Republican incumbents for seats in the Minnesota House of Representatives. O Larry Hosch, MSW student Hosch (DFL) won a seat in the MN House, District 14B. He has served as mayor of St. Joseph for four years, and at 27 is the second youngest mayor in Minnesota history. He is also coowner of Lamar Homes & Remodeling, LLC, and is enrolled in Augsburg’s Master of Social Work program. LaJune Thomas Lange ‘75 The honorable LaJune Thomas Lange retained her seat as a judge on the Hennepin County 4th Judicial District Court. She has held this seat since 1986, previously serving as a judge on the Hennepin County Municipal Court (1985–1986) and as an assistant public defender for Hennepin County (1978–1985). She is also an adjunct professor at William Mitchell College of Law, where she teaches international human rights and civil rights. She is an Augsburg Distinguished Alumna (2002) and a former member of the Board of Regents. Diane Loeffler ‘75 Loeffler (DFL) won a seat in the MN House, District 59A. A lifelong resident of Northeast Minneapolis, her career has been spent in public service. She has worked as a budget and policy analyst on education issues for state and local government. She currently works for Hennepin County in healthcare policy analysis on issues of services to seniors and persons with disabilities, health promotion and protection, and how to ensure more persons have access to affordable and effective health coverage. Martin Olav Sabo ‘59 Sabo (DFL) was elected to a 14th term in the U.S. House of Representatives, MN District 5. He has held this seat since 1979, previously serving as a representative of the MN House before his election to Congress. In 2003, he became the ranking member of the newly created Homeland Security Subcommittee of the Appropriations Committee. Sabo also serves on the Defense Subcommittee of the Appropriations Committee, where he is known on Capitol Hill as one of the leading voices on arms policy. An Augsburg Distinguished Alumnus (1976), he served for 12 years on the Board of Regents, and also received the College’s first honorary degree—the Doctor of Humane Letters (Honoris Causa)— in 2000. Weekend College Alumni Network (WECAN) established by Amy Sutton lumni of Augsburg Weekend College have established a group to represent and advocate for WEC students and graduates. Although initially launched a few years ago, the Weekend College Alumni Network (WECAN) has been reinvigorated in recent months. “The Weekend College program is such a vital part of Augsburg, and we want to bring attention to that,” said Andy Fried, a 1993 graduate who also serves on the Alumni Board of Directors. “We believe that a group of alumni who have actually experienced the unique challenges of WEC students can be strong advocates for positive changes that will enhance the Augsburg experience for current WEC students.” A 28 WECAN members also hope to bring visibility to the value that WEC alumni and students bring to the College, as well as to develop programs and communications that provide support and encouragement to current WEC students. “Our opportunities to attend Augsburg have had a tremendous impact on our lives and we want to give something back,” says Fried. If you are interested in joining WECAN or have suggestions for the group, please e-mail Members of the newly established Weekend College Alumni Network (WECAN) gathered recently to strategize ways to represent and advocate for WEC students and alumni. Pictured here are (L to R, front row) Heather Birch ‘96 and Anne-Marie de Jong ‘01, and (L to R, back row) Andy Fried ‘93, Jeff Gilbertson ‘04, Bill Vanderwall ‘93, and Meri Pygman ‘93 (not pictured are Pete Hespen ‘92 and Terry Marquardt ‘98). Fall 2004 Alumni events calendar Please join us for these upcoming alumni and parent events (see also the college-wide calendar on the inside back cover for additional events): January April 11 Auggie Hour celebrating Augsburg authors, Shelly’s Woodroast (I-394 & Louisiana in Golden Valley), 5:30 p.m. 12 Auggie Hour on campus for graduates of the Honors Program (meet current students in the program and learn about the changes to the curriculum), 5:30 p.m. 18 Parent Association gathering, Augsburg House, 6-8 p.m. February 8 Auggie Hour luncheon on campus for alumnae business owners (please e-mail <alumni@augsburg.edu> with your information if you are selfemployed or own a business and wish to network with other women business owners), noon 15 Alumni Board meeting, Minneapolis Room, Christensen Center, 5:30 p.m. March 8 Auggie Hour wine tasting hosted by Jennifer Tome ’99 of Grape Beginnings, Beaujo’s Wine Bar, 50th & France in Edina, 5:30 p.m. 14 Auggie Hour senior reception on campus (all alumni are invited to join us in welcoming the 2005 graduates to the Alumni Association), 5:30 p.m. May 6 Special reception for business graduates (all Augsburg faculty, alumni, and 2005 business graduates are invited), Marshall Room, Christensen Center, 4-6 p.m. 10 Auggie Hour on campus for all current and former Alumni Board members, 5:30 p.m. Holidazzle Parade Event Always wanted to see the Holidazzle parade without the hassle? Augsburg alumni and their families are invited to gather at Augsburg at 5:15 p.m. on Dec. 19. A bus will depart at 5:45 p.m. to take you to the parade and then return you to Augsburg where holiday goodies and hot chocolate will be waiting to warm you up. There is no cost but limited transportation is available, so please call the RSVP hotline at 612-3301598 or e-mail <rsvp@augsburg.edu>. Business alumni events All business alumni are invited to attend the Second Executive Management Lecture: “Key Success Factors in Starting a Business,” presented by Richard Brimacomb (partner, Sherpa Partners, and previous vice president of finance, Cartia Inc.) on Feb. 26, noon-1 p.m., Christensen Center. Alumni may also attend the Spring Business Forum: “General Systems Theory Unites Diverse Disciplines,” on April 21, 4-6 p.m., Christensen Center. Presented by Augsburg’s Department of Business Administration. The Lion King THIRD ANNUAL CONNECTIONS EVENT The third annual Connections—A Women’s Leadership Event, co-sponsored by Augsburg and Thrivent Financial for Lutherans, will be held January 29 from 8 a.m.-12:30 p.m. “What makes this women’s event unique compared to others is that we invite students to participate in this leadership development opportunity so they may network and be encouraged by the experiences and stories of the amazing women who attend,” said Sue Klaseus, vice president of Augsburg’s Institutional Advancement. Presenters this year include author and Presidential Medal of Freedom recipient Frances Hesselbein, and alumnae Jean Taylor ’85 and Ami Nafzger ’94. For more information and to register online, please visit <www.augsburg.edu/alumni>. The Augsburg Alumni Association invites you to attend The Lion King performance at the Orpheum Theatre on April 22. A limited number of tickets are available to alumni at a special discounted price of $50, a value of over $80 that includes a reception, roundtrip transportation to the Orpheum from Augsburg, and a balconyseating ticket. For more information or to secure your ticket, please visit <www.augsburg.edu/supporting/>. Alumni Tour to Norway Interested in an eight-day tour to Norway in May 2005? The Augsburg Concert Band is touring Norway in May and the alumni office would like to know who would be interested in participating on the companion tour. Please e-mail <alumni@augsburg.edu> for more information. Fall 2004 29 [ Spark Your Spirit ] Left: Students gathered with Augsburg alumni, faculty, and staff for the third annual Homecoming reception celebrating the College’s four ethnic programs: the American Indian, Pan-Asian, Pan-Afrikan, and Hispanic/Latino student service areas. Right: As part of the Homecoming festivities, students constructed elaborate hats—such as the hat pictured [at right]—to express their Auggie pride. Above: The Auggie cheerleaders kept spirits high at the Homecoming football game despite Augsburg’s 13-point loss to Gustavus Adolphus College. The Auggie Eagle entertained fans at the Homecoming football game. 30 Left: Recipients of the 2004 Distinguished Alumni, First Decade, and Spirit of Augsburg awards were honored along with the Golden Anniversary Class of 1954 at the Homecoming chapel service on Oct. 8. Pictured [at left] are (L to R): Dr. Brian Anderson ‘82, Distinguished Alumni Award; Charlotte (Kleven) Rimmereid ‘52, wife of the Rev. Arthur Rimmereid ‘53, Spirit of Augsburg Award; Fern (Hanson) Gudmestad ‘41, Distinguished Alumni Award; and Susan (Horning) Arntz ‘94, First Decade Award. A future Auggie had her face painted by an artist before the football game. Fall 2004 Above: Norman Nielsen ‘44 (left) was presented with a commemorative archival photo of the Augsburg campus in recognition of his pioneering efforts in development for Augsburg during a special Class of 1944 reunion breakfast. Pictured with Nielsen is “Mr. Augsburg” Jeroy Carlson ‘48 (right), a senior development officer. Above: The Auggies huddled before the game, which despite a near-record running day by junior quarterback Marcus LeVesseur, they lost to the Gusties, 34–21. LeVesseur rushed for 207 yards on 32 carries, just 10 yards shy of the College’s single-game rushing record 217 yards by Marty Alger ‘94 in a 1993 game. Above: Members from the Class of 1994 gathered before the football game to celebrate their 10-year reunion. Above: Auggie wrestlers gathered for a reunion and party in Murphy Park; they continued the celebration at Grandma’s after the football game. Above: Bobby Brown (left) and Hannah Dietrich (right) were crowned as the 2004 Homecoming King and Queen. Above: Jack Osberg ‘62 addressed the team during what would be his final Auggie Homecoming halftime as Augsburg football head coach; Osberg retired from his coaching position at the end of the 2004 season, capping a 14-year career that has produced the most victories in school history. He will remain on the Augsburg staff, assisting in the school’s Alumni and Parent Relations and Development areas, to develop connections with athletic alumni and parents. H o m e c o m i n g Fall 2004 2 0 0 4 31 [ Spark Your Spirit ] GOLDEN ANNIVERSARY CLASS OF 1954 (L to R) ROW 1 (front): Theodore W. Anderson, Donald J. Dill, Marlys (Ringdahl) Gunderson. ROW 2: Joyce (Weber) Krueger, Ruth (Pousi) Ollila, Donald A. Norum, Winifred (Nystuen) Nyhus, Janice (Anderson) Rykken, Gary R. Rust. ROW 3: Ardelle Skovholt Quanbeck, Mary Lee Peterson Leak, Shirlee Blake Olmstead, Roger E. Carlson. ROW 4: Helen Jensen Myhre, Orpha Hushagen Iseminger, Marilyn Soiseth Boraas, Yvonne Oudal Rhodes, Jane Collins Cornelius, Marlys Harkman Schmidt, Edward O. Nyhus. ROW 5: Ardis Dorr Nystuen, Arlene Larson Nelson, Wallace L. Hafstad, Joyce Fossum Pflaum, Florence Helland Borman, Jerome S. Elness, James L. Shiell, Wallace L. Hanson, Marlys Backlund Morland, Russ Lance. ROW 6: Clinton J. Peterson, Arlene (Reinertson) Rolf, Leland E. Evenson, Carl Jensen. ROW 7: Louis O. Becker, Louis P. Rolf, Mark L. Johnson, George W. Fisher, Valborg (Kyllo) Ellingson, Barbara Tjornhom Nelson, James A. Sorenson. ROW 8: Robert E. Twiton, Herbert W. Chilstrom, Virgil R. Gehring CLASS OF 1964 (L to R) ROW 1 (front): Anita (Martinson) Mock, Karen (Henry) Steenson, Jean (Pfeifer) Olson, Carla (Quanbeck) Walgren, Dorothy (Borsgard) Berkland. ROW 2: Deanne (Star) Greco, Verlie (Block) Jorenby, Rondi (Rindahl) Suppiah. ROW 3: Joyce (Leifgren) Young, Stella (Kyllo) Rosenquist, Sandra (Simpson) Phaup, Ann (Tjaden) Jensen, Mary (Fenrick) Olson. ROW 4: James W. Parks, Ellen (Paulson) Keiter, Karen L. Kohout, Arlan Oftedahl, Raul A. Jackson. ROW 5: Charles W. Schulz, Betty (Hanson) Rossing, Andrew Berg, Charlotte (Gerdeen) Oswood. ROW 6: Robert A. Nordin, Carolyn (Aadland) Allmon, Mary (Munson) Peterson, Linda (Hamilton) Senta, Ted W. Olson. ROW 7: Philip M. Dyrud, Sharon (Lindell) Mortrud, Avis (Hoel) Dyrud, Karl I. Bakke, Michael W. Walgren. 32 Fall 2004 CLASS OF 1979 (L to R) Row 1 (front): Julia (Davis) Styrlund, Gary C. Dahle, Sally (Hough) Daniels, Sandra (Spitzack) Elhardt, Laurie (Hoversten) Busch. Row 2: Carol (Dubovick) Hard, Paul A. Daniels, Holly (Groten) Krekula, Katharine E. Skibbe, Pamela (Hanson) Moksnes, Mark A. Moksnes, Lynn Schmidtke, Brian J. Carlsen. Row 3: Jay K. Phinney, Philip Styrland, Eric Anderson. RECIPIENTS OF THE 2004 DISTINGUISHED SERVICE AWARD: THE FAMILY OF JOHANNES AND TABITHA NYDAHL The extended family of Johannes and Tabitha Nydahl gathered at Homecoming Dinner on October 9 to accept the Distinguished Service Award and to celebrate their generations-long connection to Augsburg—beginning with Johannes Nydahl in the 1800s (read more on page 10). H o m e c o m i n g Fall 2004 2 0 0 4 33 CLASS NOTES Class Notes 1965 Mary Jean (Danger) Holmquist, Braham, Minn., is a retired music teacher, and can be contacted at <jeanie@ecenet.com>. Rev. Dr. Dennis Morreim is a pastor in Cloquet, Minn., and has worked with Alcoholics Anonymous throughout his 35year ministry. He has served as a consultant and speaker at treatment centers and is the author of three books, two of which were translated into Spanish. Over the past four years, he has twice led work groups to Santa Barbara, Honduras, to help build homes and schools and to bring medical help to those in poverty. His wife, Jeanne (Wanner) ’66, taught in public schools for several years, directed youth music and education programs in church, and currently serves on the volunteer network for Compassion International. The Morreims have two grown children, Edward ’93, an educator with the Mahtomedi public schools, and Sarah, a psychotherapist with Hoistad and Associates in St. Paul. Duane Westfield lectured onboard the Marco Polo cruise ship this past summer. 1956 Arlen Stensland was featured in an article in the Minneapolis Star Tribune, “A Keystroke of Genius.” Arlen and his wife, Lois, were missionaries to Madagascar for 22 years and now organize a program that sends manual typewriters to Malagasy Lutheran Church in Madagascar. 1958 Wes Sideen, St. Paul, was elected district 5M6 governor of the Lions Club, and is currently planning an April benefit concert for the Lions Club International Foundation on the Augsburg campus featuring the Centennial Singers. 1959 Rev. Eugene S. Peterson retired from the active clergy roster. He is doing international interim ministry. He lives with his wife, Paula, in Jackson, Minn. 1960 Lois (Richter) Agrimson is director of social services at Rose of Sharon Manor nursing home in Roseville, Minn. She lives with her husband, Russell, in Eagan, Minn. 1962 Deloris (Olson) Norling, Willmar, Minn., is enjoying her retirement from teaching with her husband, Palmer, and their 18 grandchildren. 34 Minneapolis/St. Paul International Airport. Barb Youngquist, Willmar, Minn., and Nancy Sandro ’74, Hendricks, Minn., co-wrote a book for handbell choirs entitled Bell Prayers (Lakeside Press). The book is a nine-month devotional that includes inspirational quotes and a collection of 35 corresponding pieces for bell choirs to play at weekly rehearsals. The book also includes original watercolor prints by Barb that divide the book into the seasons of the church year. 1971 1966 Sandra (Welin) Grunewald, Ventura, Calif., was named a senior accounting lecturer at California Lutheran University in Thousand Oaks, Calif., beginning this fall semester. She is a licensed CPA and a partner at a Thousand Oaks-area CPA firm and has served as an adjunct instructor at CLU in both the day and evening undergraduate programs. Carmen (Neseth) Berg, Fergus Falls, Minn., recently retired. 1972 Sylvia (Steinbeck) Torstenson, Hayfield, Minn., recently retired from teaching for the Hayfield School District. The town held a weeklong celebration and parade in honor of her contributions to the school district. Diane Thompson, Wayzata, Minn., received her master's degree in special education in 1994 from the University of Minnesota. She is currently on leave from teaching to pursue research, and can be reached at <djunet2000@yahoo.com>. 1967 Marlys Ruona Thomsen, Apple Valley, Minn., co-chairs the Sons of Norway First District 2000 Convention Committee and is the head of the library committee at her church. She enjoys traveling the United States with her husband, who is retired. 1969 Jackie (Kniefel) Lind ’94 MAL, Lilydale, Minn., is the volunteer coordinator for the Travelers Assistance Program at the 1973 Lyth Hartz recently celebrated 25 years of employment at Midwest Special Services, Inc., an agency that provides employment and training to adults with disabilities, where he is currently president. He lives with his wife, Mary, in St. Paul. Rev. Gary M. Wollersheim, St. Charles, Ill., was elected to a second six-year term as bishop of the Northern Illinois Synod of the ELCA at the synod assembly in June. During his first term as bishop, he served in numerous denominational capacities, including as chair of the ELCA Evangelical Task Force. That effort resulted in the adoption of an evangelism strategy for the ELCA at the 2003 Churchwide Assembly in Milwaukee. 1975 Olando Smith is a weekend international flight attendant with Northwest Airlines. She is also a cheerleading and track and field coach at St. Cyril elementary and middle school in E. Lansdowne, Pa. Her 11-yearold daughter, Narita, holds the 2004 record for the one-mile run from the Penn Relays novice division. Olando lives with her daughter and husband, Dan Sweeney, in E. Lansdowne, Pa. ALUMNA RECEIVES NORWEGIAN MEDAL Courtesy photo 1955 Leona (Eng) Rokke ’52 (left) was presented one of Norway’s highest distinctions, the St. Olavs Medallion. The medal was presented to her in July at a banquet of the Seven Lag Stevne in Willmar, Minn. Norwegian Consul Anita Helland (right), presented the award, and commented that Rokke’s extensive and gracious work over the years have helped to keep and strengthen the strong bonds between Norway and the upper Midwest. Fall 2004 1977 Staff photo Staff photo Laurie (Barrett) Burns, Stillwater, Minn., is pursuing a career in import/export operations after 25 years as a travel agent. She can be contacted at <robertr.burns@netzero.net>. OPEN HOUSE HONORS CLASS AGENTS Rev. Jon Schneider, Minneapolis, is senior staff hospice chaplain at North Memorial Medical Hospital, and can be reached at <jschap123@msn.com>. Rev. Eric Burtness recently published a book, Leading on Purpose: Intentionality and Teaming in Congregational Life, available through Augsburg Fortress Publishers. Eric is senior pastor at St. Matthew Lutheran Church in Beaverton, Ore. 1980 Dawn (Zocher) Nelson, Minneapolis, is a radiology supervisor at Abbott Northwestern Hospital and is enrolled in Augsburg’s Master of Arts in Leadership program. She can be reached at <autumnmoon morn@mcleodusa.net>. 1982 Katie (Erdahl) Gussman earned tenure as the orchestra director for Marlboro and Marlboro Memorial middle schools. She is also a freelance violinist, has been a member of Monmouth Symphony Orchestra for 20 years and the Orchestra of St. Peter by the Sea for 17 years (she has made six recordings with the latter). Katie’s husband, Roy, is the music director and conductor for both the Monmouth Symphony and the New Jersey State Youth Symphony. The couple traveled to Eastern Europe with AllAmerican Youth in Concert and Fall 2004 President William V. and Mrs. Anne Frame hosted an open house at the Augsburg House on October 26 in appreciation of Augsburg’s class agents. Pictured above (left) are 1974 class agents Marlene Chan Hui (left) and Laurie Thorpe (right). Also pictured above (right) is President Frame (left), who visited with class agent Sam Walseth ’02 (center) and his wife, Stephanie Lien ’02 (right). performed in Budapest, Prague, and Berlin this past summer. The couple resides in Neptune, N.J, with their three cats: Claude, Lucy, and Beans. 1983 Sharon (Copeland) Booth, Blaine, Minn., is a music therapist at Hospice of the Twin Cities. 1984 Lisa Rykken Kastler is middle school ministry director at Faith Lutheran Church. She lives with her husband, Brent, in Champlin, Minn. She can be contacted at <middleschool@ faithlutherancr.org>. 1985 Barbara (Haack) Ross teaches Suzuki violin from her home studio and is the K-3 choir director at St. John’s Lutheran Church. She and her husband, Tim, live in Lakeville, Minn., with their three children: Jordyn, 13; T.J., 11; and Jamie, 8. 1986 Scott Finsrud, Clifton Park, N.Y., received a master's degree in history/political science from the College of St. Rose in Albany, N.Y., in June. 1987 Joel Engel, Chaska, Minn., is corporate sales manager for the Minnesota Timberwolves and Lynx basketball teams. Patrick Hilger is a commercial support manager at Tetra Rex, Inc. He lives with his wife, Suzi, in Circle Pines, Minn. 1988 Jeff Carlson, Linwood, Minn., teaches music at Highland High School in St. Paul. 1989 Jean Hunter, Minneapolis, teaches second grade for Minneapolis Public Schools. 1990 Jenny Peterson, Mound, Minn., is featured in the Courage Center’s 2004 holiday card and gift catalog. After a skiing accident in 1983, Jenny became a quadriplegic, and she credits the Courage Center with helping her to learn skills that enabled her to succeed in her new life. She now owns her own jewelry design business and some of her jewelry is sold through the catalog. She is also a motivational speaker and consultant and serves as executive director of Helping Paws of Minnesota. 1991 Kristen Hirsch, St. Paul, is a senior field communications specialist at Thrivent Financial for Lutherans in downtown Minneapolis. She also recently joined the Morris Park Players Board of Directors and serves on the Augsburg Alumni Board of Directors as the Events Committee chairperson and is the class agent for 1991. She can be contacted at <kmhirsch@aol.com>. Tommi-Riva Numbala is the personal assistant to the CEO and acting company secretary of NamWater (Namibia Water Corporation Ltd). Tommi, an internationally acclaimed 35 Class Notes 1992 Rev. Sven Erlandson recently celebrated the publication of his second book, Rescuing God from Christianity: A Closet Christian, Non-Christian, and Christmas Christian’s Guide to Radically Rethinking God Stuff (heliographica). Sven has spent the last several years in California as a preacher and writer dedicated to meeting the spiritual needs of people who find themselves outside of organized religion. Walt Filson retired from police work in 2002 and is now a teacher in the Anoka-Hennepin ISD #11, teaching the only high school law enforcement program in the state. He lives with his wife, Anna, in Brooklyn Center, Minn. Robert Manning, Apple Valley, Minn., completed his third tour of duty in support of Iraqi Freedom, earning three air medals and four aerial achievement medals with more than 300 combat hours. He was promoted to the rank of major (O-4) after completing inresidence squadron office school at Maxwell Air Force Base. 36 Stacie (Edlund) Reynolds is pursing a Master of Social Work at the University of Minnesota. She lives with her husband, John, in Buffalo, Minn. A-CLUB 5K RACE Stephen Geffre Lynelle Osgood is co-owner and treasurer of Terra Productions, Inc., an artist agency representing artists for commercial advertising, such as makeup artists, stylists, etc. She lives with her husband, Lawrence, and children in Minneapolis, and can be reached at <lyn@terraproductions.net>. 1993 1994 Amy Gehring, West St. Paul, is a professor at Anoka Ramsey Community College and recently moved back to Minnesota after attending graduate school in New York. Bruce Nelson, Roseville, Minn., is a solutions lead at Affinity Plus Credit Union. He is building a home in Farmington, Minn., with his wife, Cristine, and their son, Daniel, 2. 1996 Michael P. Schmidt, Minneapolis, recently signed with G.S. Associates Artists Management and will debut at Carnegie Hall and Berlin Stadtsoper in 2005. Most recently, he was featured as Don Alfonso with Lyric Opera of Cleveland, Danilo with Western Plains Opera, Marcello with Kenwood Chamber Opera, and as Dr. Falke with Pine Mountain Festival. Some of Michael’s other roles include: Figaro (Le Nozze di Figaro), Dr. Bartolo (Il Barbiere di Siviglia), and Horace Tabor (The Ballad of Baby Doe). Also an active concert artist, Michael has performed as soloist in such works as Mozart’s Coronation Mass, Haydn’s Creation and the Durufle Requiem. Upcoming performances include a solo recital featuring works of German composers, Leporello in Don Giovanni, and concert appearances in the upper Midwest. He is an adjunct faculty member at Macalester College and is set to complete his D.M.A. at the University of Minnesota in 2005. More than 100 runners took part in the inaugural A-Club 5K run on Sept. 19. The fundraising run, organized by A-Club Executive Committee member Tracy Tomforde ’92, took participants around the Augsburg campus and along the Mississippi River Road on a scenic fall afternoon. Winners from the event: Tim Nelson, first male finisher; Eileen Uzarek, first female finisher; Scott Peplinski, first male alum finisher; Laura Simones, first female alum finisher; and Doug Pfaff, JC Award winner (for finishing closest to 25:00, in honor of the late James Carey). ALUMNUS RECEIVES DOCTORATE Courtesy photo musician, was recently featured in the company’s newsletter in a story detailing his musical career. He can be reached at <NumbalaT@namwater.com.na>. Lars Dyrud ’97 (right) received his doctorate in space physics at Boston University in May and has stayed to pursue a postdoctorate. Mocha Holmgren Dyrud ‘97 (left) is completing her doctorate in clinical psychology at Suffolk University. The couple has a son, Finn, born in September. Fall 2004 1997 Jacki Brickman, Coon Rapids, Minn., recently directed a performance of Romeo and Juliet for fourth graders at Elizabeth Hall Community School in North Minneapolis. Jacki teaches fourth grade at the school and also teaches education courses as an adjunct faculty member at Augsburg Weekend College. Sarah (Gilbert) Holtan teaches at Concordia University in Wisconsin and recently entered the doctoral program in journalism education at Marquette University. She was married in June and resides with her husband in Milwaukee, Wis. Lena Stackhouse-Rogers was named one of three recipients of the charter school teacher of the year award in Minnesota by the Minnesota Association of Charter Schools. Lena is a kindergarten teacher at the Partnership Academy charter school in Richfield, Minn. 1998 student at the University of North Carolina, Chapel Hill, pursuing a Master of City and Regional Planning. Gretchen Meents ’02 MSW, So. St. Paul, recently raised more than $6,000 for the Leukemia Lymphoma Society’s Team in Training when she ran the Honolulu Marathon in honor of her brother who is battling leukemia. She is a senior social worker for Hennepin County. Benjamin Hoogland, Stillwater, Minn., is pursuing a master’s degree at the University of Wisconsin-Stout in marriage and family therapy. He works for Faith Inkubators as their Faith Stepping Stones director and can be contacted at <hoogland98@hotmail.com>. Paul Pierson, Alma Center, Wis., is associate registrar at Walden University in Minneapolis. 2001 1999 Deb Cortes received a TOP Award for outstanding teaching in the Anoka-Hennepin School District for 2004. 2000 Rebecca Lynn Brown, Carrboro, N.C., is a graduate Kari Burke-Romarheim recently started the M.Div. program at Luther Seminary. She spent three years in Bergen, Norway, working in youth and family ministry. She lives with her husband, Vidar, in Menomonie, Wis. 2002 Adrienne (Kuchler) Eldridge, Staff photo ALUMNI TOUR TO EUROPE Minneapolis, works for Vibe Urban Youth Ministries in St. Paul. Jackie Heyda, Savage, Minn., is a first-grade teacher at New Prague Primary School. Darryl Sellers completed his master’s degree in broadcast journalism at the American School of Journalism in Los Angeles. He recently accepted a position as weekend sports anchor at the ABC-affiliate in Austin, Minn. Emily Shelton, Minneapolis, teaches at Cedar-Riverside School in Minneapolis. Brooke Stoeckel, Minneapolis, is sales manager of meetings and conventions at the Minneapolis Metro North Conventions and Visitors Bureau. 2003 Melissa Bawek, Minneapolis, is assistant director of The Augsburg Fund at Augsburg. She can be contacted at <bawek@augsburg. edu>. Staci Owens, Minneapolis, works for Hennepin County and is pursuing a master’s degree in elementary education. She can be reached at <staciowens3411@ msn.com>. Liz Sterbentz, Lindstrom, Minn., owns Break on 8 Coffee Shop, where she serves Peace Coffee and Fair Trade fruits to help cooperative farms-both are product lines she became interested in after participating in Augsburg’s Center for Global Education’s WEC class on liberation theology in Cuernavaca, Mexico. 2004 In October, participants from the Augsburg Alumni Association-sponsored tour to Germany and Eastern Europe gathered in Wittenberg, Germany, for a photograph. The tour, which ran from October 15-27, visited Germany, the Czech Republic, Slovakia, and Hungary, and featured the places of Martin Luther’s life and ministry as well as a special worship service at the American Church of Berlin, where Augsburg alumnus Rev. Ben Coltvet ’66 is currently pastor. Augsburg professor Dr. Mark Tranvik and his wife, Ann, hosted the tour. Pictured are (Front row, L to R): Darryl Carter ’65, Ann Tranvik, Cecilie Teerink, David Berg ’66; (Row 2, L to R): Pris Fieldhammer ’65, Sue Kneen ’05, Vi Aaseng, Lynn Stertz, Sally Tonsager, Elaine Harder; (Back row, L to R): Ruel Carpenter, Darrell Strand, Larry Turner ’69, Chris Kneen, Karen Bolstad, Sue Turner, Clarice Johnson, Marek Tysek, Peter Ern, Sue Klaseus, Mark Tranvik, Paul Fieldhammer ’65, Tom Stertz, Rolf Aaseng. Fall 2004 Kristi Hartway works at Abbott Northwestern and is also an adjunct faculty member in the nursing program at Minnesota State University-Mankato for the 2004-05 school year. She lives with her husband, Mark, in Wekston, Minn. She can be contacted at <Kristi.Hartway@ allina.com>. 37 Class Notes ALUMNI PROFILE Carrie McCarville ’01: Building on a foundation of success Stephen Geffre by Rebecca Welle ‘05 Carrie McCarville’s decision to attend Augsburg was due in large part to the strength of its women’s hockey program and to its head coach, Jill Pohtilla. Indeed, Augsburg was a natural fit for McCarville, who as a high school student at Benilde-St. Margaret’s played on its girls’ hockey team—one of the first in Minnesota. At Augsburg, she played center position on the women’s hockey team, participating on the team that took runner-up honors in the first-ever NCAA Women’s Division III National Championship series in 2000. “Although we didn’t win, it was a blast going to Boston and representing Augsburg,” said McCarville. After graduating in 2001 with a bachelor’s degree in both studio art and art history, McCarville began searching for her next challenge, which presented itself a short time later when she and her parents opened a liquor store in September 2002. Carrie McCarville ’01 gives strong credit to Augsburg for instilling the self-discipline needed to successfully manage her business, coach and play hockey, and volunteer in her community. “We opened it because the store a block away was torn down due to road construction and was never replaced,” said McCarville. After a space in a nearby strip mall opened up they purchased it and immediately began the two-month remodeling process on what was previously an audio-visual store. McCarville stated that she received a great deal of help putting the store together from fellow Augsburg friends. “We also managed to contact all the right people, and before we knew it there were reps from all the liquor and wine distributors setting up our store,” said McCarville, who found it enjoyable to watch how the store came together from start to finish. Although the first two years of operation were difficult due to nearby road construction, McCarville stuck with her business and today is pleased with how well her store is doing. “Now we are enjoying seeing how everything we do affects our business,” said McCarville. Aside from running her business, McCarville is also very active with the Hopkins Raspberry Festival during the summer months. She donates her time by outfitting the royalty, “making sure they look their best wherever they go,” and volunteers as a chaperone to the young women throughout the year. McCarville herself was the 1997-1998 Hopkins Raspberry Festival Princess and enjoyed her experiences throughout her reign. “It was a great learning experience and I will forever be grateful to the Raspberry Festival for giving me that [opportunity],” said McCarville, which explains why the backroom of her store serves as headquarters for the festival. “I made sure everyone got what they needed,” said McCarville, all in the comfort of her own business. McCarville is also still involved in hockey. She has coached the Hopkins JV girls’ hockey team for the last three seasons and will coach the Wayzata girls’ hockey team this season. She is also a member of the Owl’s team, which is a women’s A-Club team comprised of Augsburg alumni. McCarville plays one to two times a week, mainly at Augsburg, and can be found playing any position—except goalie. As a student at Augsburg, McCarville learned skills that enabled her to juggle her studies as a double major with both her hockey and work schedules. Today, she gives strong credit to the College for instilling the self-discipline needed to successfully manage her business, coach and play hockey, and stay organized with the Hopkins Raspberry Festival—all while remaining appreciative for everything that she has accomplished. 38 Fall 2004 AUGSBURG CENTENNIAL SINGERS 2005 ARIZONA APPEARANCES JANUARY 27—Centennial Singers concert, Desert Hills Lutheran Church, Green Valley, Ariz., 7:30 p.m.* FEBRUARY 2—Centennial Singers concert, Lord of Life Lutheran Church, Sun City West, Ariz., 5 p.m.* JANUARY 28—Centennial Singers concert, United Methodist Church, Catalina, Ariz., 7 p.m.* FEBRUARY 3—Centennial Singers concert, Prince of Peace Lutheran Church, Phoenix, Ariz., 7 p.m.* JANUARY 29—Centennial Singers worship service, American Lutheran Church, Sun City, Ariz., 4 p.m.* FEBRUARY 4—Centennial Singers worship service, Victory Lutheran Church, Mesa, Ariz., 4 p.m.* JANUARY 30—Centennial Singers worship services, American Lutheran Church, Sun City, Ariz., 8:30 and 10:30 a.m.* FEBRUARY 5—Centennial Singers worship services, Pinnacle Presbyterian Church, Scottsdale, Ariz., 9:30 and 11 a.m.* *Coffee receptions sponsored by Augsburg will be held prior to these concerts or between services Courtesy photo AUGSBURG GIVING Pamela Moksnes ’78 (left) and Joy Peterson (right) of Thrivent Financial for Lutherans presented a check to Sue Klaseus, vice president for Institutional Advancement (center), in support of Connections, the women’s leadership event co-sponsored by Augsburg and Thrivent. Rachel Kreger, Richfield, Minn., teachers seventh- and eighth-grade English at Minnesota International Middle School, a charter school for Somali immigrants. Weddings Carl Priest ’78 married Kathryn Kraker in June. Carl is a certified project management professional and in January celebrated his 25th anniversary with IBM, where he has been a project manager for the past 10 years. He also plays string bass with a variety of groups in the Twin Cities area. The couple resides in Minneapolis. Fall 2004 Melanie Main ’95 married Calvin Johnson in April. She is an office manager for Sonstegard Foods. The couple resides in Fayetteville, Ark., and can be contacted at <melanie@ sonstegard.com>. Amorita Larson ’96 married Jeff Linner in October 2003. She is a docket clerk for the U.S. District Court-District of Minnesota. The couple resides in Lino Lakes, Minn., with their daughter, Alexis, 5. Amy can be contacted at <amorita_larson@ yahoo.com>. Alisa C. Berg ’01 married Jeremy Anderson in December 2003. Alisa is a music therapist for the Robbinsdale School District and Jeremy teaches in Intermediate District 287. Erica Bryan ’01 married Jason Wegner ’01 in May 2003. Erica is the volunteer coordinator for Kinship of Greater Minneapolis and can be contacted at <ericajayne@hotmail.com>. Jason is enrolled at Luther Seminary. Births/Adoptions Kiel Christianson ’88 and his wife, Jennifer, Champaign, Ill.—a son, Erik Douglas, in October 2003. He joins older sister Sophia. Kiel is an assistant professor in the Department of Educational Psychology at the University of Illinois; he previously served on the psychology faculty at the University of MassachusettsAmherst. Kiel is also a senior writer and equipment editor for <TravelGolf.com>. Mark Keating ’91 and his wife, Amy, Edina, Minn.— a son, Carson Mark, in February. He joins older brother Owen. Mark works for BladeLogic. Melissa Kaltenbach ’92 and her husband, John, Madison, Wis.—a daughter, Vivianne Helene, in May. Laura (Ferry) ’92 and the Rev. Matthew Lee, Prentice, Wis.— a daughter, Elizabeth Hannah, in December 2003. She joins older sister Catherine, 2 (3 in January). Laura can be reached at <blndcaml@pctcnet.net>. Kirk Litynski ’95 and his wife, Kara, Savage, Minn.— a son, Kahler Michael Edward, in October 2003. Kurt works for Motorola in the commercial government communications sector for radio communications and covers Iowa and the southern half of Minnesota. Rodney Dewberry, Minneapolis— adopted two sons in November 2003. Rodney is president of the Circle of Men Institute and is pursuing a teaching career at the School of Social Work at the University of Minnesota. He can be contacted at <dewbery47@msn.com>. Jennifer (Runke) ’01 and Ryan Cobian ’01, Blaine, Minn.—a son, Caleb Ryan, in March. Jennifer is a kindergarten teacher for ISD #282. Cole Trimble ’01 and his wife, Gina, Independence, Iowa— a daughter, Alison Sue, in September 2003. Cole is a school social worker for the Keystone Area Education Agency and can be reached at <trimble@indytel.com>. Lori Strand Fenske ’02, Ham Lake, Minn.— a daughter, Allison Marie, in August 2003. She joins sisters Haley, 6, and Nicole, 3. Also welcoming Allison are proud grandparents Delmour ’53 and Luella Fenske. Kelly (Saur) ’92 and Dustin Sims, Minneapolis—a daughter. Kelly works at United Defense. 39 In Memoriam Rev. Martin D. Larsen ’45, Fargo, N.Dak., died in June; he was 81. After his ordination in 1951, he served parishes in North Dakota, South Dakota, Minnesota, Idaho, Washington, and Oregon. He recently served as visitation pastor at First Lutheran in Fargo from 19881996. He is survived by his wife, Marguerite (Greguson) ’45; six children; and eight grandchildren. Rev. Olin “Ole” Nordsletten ’49 died in February after a long illness. He was pastor of Prince of Peace Evangelical Lutheran Church in Kenmore, Wash., for 32 years. He retired in 1987. Before serving Prince of Peace, he was pastor of Trinity Lutheran Church in Fort Atkinson, Wis. He is remembered for his determination and sometimes unorthodox approach in serving others. A sign outside his church read: “Pray, but swing the hammer.” He was known to live that motto throughout his life— for him prayer was important and action was critical in making a difference in other’s lives. In 40 addition to serving at Prince of Peace, he helped county officials establish the Paramount House low-income apartments for the elderly and disabled. He also wrote and produced Christmas plays, performed by young people both at the church and on local television. He is survived by his wife, Arlett; four daughters; six grandchildren; and two great-grandchildren. Harold Schwartz ’49, Minneapolis, died in October; he was 81. He served in the Army Air Force during WWII from 1942-1945, and again during the Korean War from 1950-1951. He later worked for the U.S. Postal Service, retiring in 1982 after 26 years of service. Throughout his later years his faith in Christ and his Jewish roots became increasingly important to him. He was a member of Ebenezer Lutheran Brethren Church and an enthusiastic supporter of Lutheran Brethren World Missions and Jewish Christian organizations. He will be remembered for his special ministry of encouragement to others. During his life he sent out thousands of cards and letters letting people know that he was praying for them and that he appreciated them and their work. He is survived by his wife, Carol; a daughter, Linda (Dean Bengtson); and two grandsons, Joshua and Christopher. Rev. Erling Carlsen ’50, Eau Claire, Wis., died in August from acute leukemia; he was 77. He served in the U.S. Navy, stationed at the Great Lakes Naval Base from 1945-1946. He served parishes in North Dakota, Wisconsin, and Illinois. He is survived by his wife, Beverly; five sons; and nine grandchildren. Veola Y. (Soberg) Ellingboe ’50, Lakeville, Minn., died in June; she was 74. She served as a member of the Augsburg Associates. She is survived by her sons, Rev. Craig (Mary), Randy (Lynn), and Bradley (Karen); nine grandchildren; and one great-grandson. Rev. John Miskowiec Jr. ’58, Mounds View, Minn., died in June at Mercy Medical Center during a surgical procedure; he was 68. He served Lutheran congregations in Kansas and Minnesota for over 36 years, including 29 years at Abiding Savior Lutheran Church in Mounds View; he retired in 1998. He is survived by his wife of 42 years, Linnea; two sons, John III and Allen (Lisa); and four grandchildren. Rev. Lewis John Sundquist II ’62, Sturgeon Lake, Minn., died in September; he was 72. After serving in the U.S. Navy, he became a radio broadcaster in Minnesota, Texas, Michigan, and Ohio. In 1965, he became an ordained ELCA minister and served parishes until his retirement in 1993. Recently, he had become pastor emeritus of North Emanuel Lutheran Church in St. Paul, his childhood church. He is survived by his sons, Lewis John III ’88 (Gretchen) and Martin Laurence ’93 (Melinda). Iris Burlock ’94 MSW, Farmington, Minn., died in September; she was 51. Iris made a difference in the lives of many children while working as a social worker for Hennepin County Children and Family Services. She is remembered for her spunk, warmth, and compassion, and was loved by many friends, co-workers, and clients. She is preceded in death by her parents Amelia and Phillip Burlock; she is survived by her sister, Ellyn (Lou) Romano; a niece, Nicole; lifelong friends Barbara Higens and Bill W.; family members Vickie Berg and her sons Joe (Mandy) and Derrick; and a granddaughter, Emma. Dr. Paul LeRoy Holmer, St. Anthony Village, Minn., died in June; he was 87. He was the Noah Porter Professor of Philosophical Theology at Yale Divinity School. He also taught at Augsburg, Gustavus Adolphus College, and for 14 years at the University of Minnesota. He is survived by his wife of 60 years, Phyllis; a daughter, Leanna Wren; two sons, Jonathan (Cathy) and Paul (Suzanne); and a granddaughter, Nayla. AUGSBURG MILESTONES Archive photo Rev. Lynn Hanson Luthard ’36, Paynesville, Minn., died in September; he was 90. After graduating from Augsburg Seminary in 1939 (also the alma mater of his father, the Rev. Louis T. Hanson ’11), he legally changed his name from Luthard E. Hanson, and was later ordained as a pastor in Fortuna, N.Dak. Prior to his retirement in 1979, he served parishes for over 65 years, including those in Wisconsin, Minnesota, North Dakota, and Iowa. He served as an interim and supply pastor for nine years after his retirement. He was preceded by his wife of 62 years, Thelma, who died just four months before Lynn, and by his daughter, Grace Moore Meske, who died at age 48. He is survived by two daughters, Lois (Charles) Anderson ’65 and Twila (John) Edmunds ’71; six grandchildren; and one greatgrandson. November 8 marked the 70th anniversary of the first annual Augsburg Alumni Association banquet. Fall 2004 CCalendar ALENDAR Music For more information on any of these events (unless otherwise noted), call 612-330-1265 December 22-25 Special Advent Vespers Telecast Special one-hour broadcast of the 25th anniversary Advent Vespers celebration on Twin Cities Public Television Dec. 22 at 8 p.m. (TPT2); Dec. 23 at 2 a.m. (TPT2); Dec. 25 at 10 a.m. (TPT2) and 7 p.m. (TPT17) Gage Family Art Gallery, Lindell Library Opening reception: Jan. 21, 5:30-7:30 p.m. Gallery talk: Jan. 27, noon February 11 “Wearable Resistance,” by Mary Laurel True Christensen Center Gallery Opening reception: Jan. 21, 5:30-7:30 p.m. Mary Robinson, former United Nations high commissioner for human rights 10 a.m.—Hoversten Chapel, Foss Center For information, call 612-330-1006 February 25-April 3 February 11-12 “Meditating on Seasons and Light,” paintings by Joonja Lee Mornes 17th Annual Nobel Peace Prize Forum Gage Family Art Gallery, Lindell Library Opening reception: Feb. 25, 5-7 p.m. January 12-17 Sculpture by Karen Searle Gospel Praise Tour Christensen Center Gallery Opening reception: Feb. 25, 5-7 p.m. Performances in southeastern Minnesota and northern Iowa February 4 2005 Music Listening Contest Annual music listening contest featuring teams of 100 Minnesota-area high school students 1-5 p.m.—Hoversten Chapel, Foss Center For information, call 612-330-1180 February 15 Michael Jacobs Concert Native American recording artist 7 p.m.—Hoversten Chapel, Foss Center For information, call 612-330-1144 Theatre Feb. 4-13 Romeo and Juliet By William Shakespeare Directed by Martha Johnson Feb. 4, 5, 9, 10, and 12 at 7 p.m. and Feb. 6 and 13 at 2 p.m. Tjornhom-Nelson Theater, Foss Center For tickets, call 612-330-1257 Exhibits January 14-February 18 “Voice To Vision: Holocaust Survivors Share Their Experiences Through Art” A collaborative project directed by David Feinberg Seminars, Lectures, and Films January 17 Martin Luther King Jr. Convocation: “Building Peace in our Community” Victoria Jackson Gray Adams: spiritual, social, political, and civil rights activist 1 p.m.—Hoversten Chapel, Foss Center For information, call 612-330-1006 Nobel Peace Prize Forum Convocation: “Finding Security in an Unsecure World” This year Augsburg hosts the annual two-day forum, which will honor 2003 Nobel Peace Prize Laureate Shirin Ebadi For information, call 612-330-1383 February 16 “Outsiders Within” Jane Jeong Trenka ’95, awardwinning author 10:20 a.m.—Hoversten Chapel, Foss Center For information, call 612-330-1006 Other Events January 24 Fine Arts Night January 29 High school students are invited to visit campus and meet the admissions and fine arts departments 5-8:30 p.m.—Christensen Center and Foss Center For information, call 612-330-1585 Connections: A Women’s Leadership Event February 5 8 a.m.-1 p.m.—Thrivent Financial Corporate Offices, Minneapolis For information: www.augsburg.edu/alumni/connections February 10 10th Annual Nobel Peace Prize Festival This one-day festival is designed to connect students in grades K-12 with Nobel laureates; this year’s festival honors 2003 Nobel Peace Prize Laureate Shirin Ebadi For information, call 612-330-1383 Pan-Afrikan Student Union Fashion Show 7 p.m.—East Commons, Christensen Center For information, call 612-330-1022 February 17 Graduate Programs Discovery Evening Prospective graduate students are invited to enjoy a meal, sample a course, and meet with graduate program faculty and staff 5:30-8:30 p.m.—Christensen Center For information, call 612-330-1150 See the alumni calendar on p. 29 for additional events Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. __________________________________________________________________________________________________________________ Full name Maiden name Class year or last year attended __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ Home telephone E-mail ■ Okay to publish your e-mail address? __________________________________________________________________________________________________________________ Employer Position Work telephone Is spouse also a graduate of Augsburg College? ■ Yes ■ No If yes, class year_______________ __________________________________________________________________________________________________________________ Spouse name Maiden name Your news: ________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 2211 Riverside Avenue Minneapolis, MN 55454 Non—Profit Org. 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Title: Augsburg Now Spring-Summer 2004
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Spring/Summer 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 3-4 LLetters ETTERS Editor’s note I n 1924, at a time of many changes brought by the expansion of Augsburg’s academic program and the introduction of women stud...
Show more A P U B L I C AT I O N Spring/Summer 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 3-4 LLetters ETTERS Editor’s note I n 1924, at a time of many changes brought by the expansion of Augsburg’s academic program and the introduction of women students, Augsburgian editor Caleb Quanbeck wrote, “Now that we are increasing in numbers and have developed more comprehensive curricula will we be willing to assume the responsibilities which come with the greater Augsburg?” (See Auggie Thoughts, p. 44.) Over the years there is little doubt that the response has always been a resounding “yes.” As readers 80 years from now look back to this day and what is being written about the launching of the largest fundraising campaign in Augsburg’s history, I surmise they will note the same sense of watershed in the College’s life. Augsburg’s tradition of excellence and vision for educating in the sciences necessitates a new center and upgrade to the existing half-centuryold facilities. Our men’s and women’s athletic programs have no further capacity to stretch their space. We seek the addition of facilities on campus to help us nourish and grow the partnerships we’ve built in our neighborhood and community. And, to continue to make an Augsburg education available to many students, the endowment must grow. Through Augsburg Now, news and stories about the campaign, Access to Excellence: The Campaign for Augsburg College, will be featured in a newsletter called Vision. In this issue, a special edition of Vision presents an overview of the campaign as well as stories about the generosity of donors who have already made significant contributions and about students who benefit from it. This year also marks a change in leadership on Augsburg’s Board of Regents. The six-year tenure of board chair Kathy Tunheim provided vision and direction for Augsburg to leap into national limelight as an innovator in education. For the first time in 40 years a graduate of Augsburg, Jean Taylor ’85, takes over the reins of leadership. Their perspectives on the College, its mission, and their roles are included in this issue. Other features offer different glimpses of service reflected in Augsburg’s motto, Education for Service. Jean Housh, wife of regent emeritus Allen Housh, brought to us a story she wrote about “Major” Bowen, a remarkable high school student and current Augsburg student, who has faced the greatest of challenges in recovery from a devastating brain injury. With the compassion and commitment of Augsburg staff and faculty working with his family, he was able to begin a college career. Stephanie Quick, an Augsburg graduate and seminary student, is also featured. Her efforts to collect donated prom dresses—that most likely would never be worn again—from parishioners at her home church in the Twin Cities and through her sister here at Augsburg, brightened the lives of Native Alaskan teenage girls who could not afford to buy a dress for their special evening. Editor Quanbeck wrote in 1924 that he hoped The Augsburgian would be “an instrument in helping people to realize that our school is doing a great work, an important work.” Augsburg continues this great work, and we take pride in sharing it with you in Augsburg Now. Betsey Norgard Editor Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Spring/Summer 2004 Vol. 66, No. 3-4 Features Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame 6 18 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Postmaster: Send correspondence, name changes, and address corrections to: Augsburg Now, Office of Public Relations and Communication, 2211 Riverside Ave., Minneapolis, MN 55454. E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu by Dan Jorgensen and Lynn Mena Major Bowen: a story of courage and determination by Betsey Norgard Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen A change in leadership A Major inspiration by Jean Spielman Housh 24 A Quick connection to prom dresses 16 Fourth Annual International Photo Contest 21 From Flatanger to Augsburg: A century apart by Betsey Norgard 23 Seeing abilities instead of disabilities by Judy Petree 27 Commencement 2004 by Judy Petree insert Vision 1–20 The newsletter for Access to Excellence: The Campaign for Augsburg College Departments 2 Around the Quad 10 Sports 12 Faculty/Staff Notes 34 Alumni News 36 Class Notes 43 In Memoriam On the cover: 44 Auggie Thoughts inside back cover Homecoming Preview 50 percent recycled paper (10 percent post-consumer waste) Incoming first-year students in the Summer Bridge program (see p. 3) lined up in front of the wall measuring progress for the new $55 million campaign. In part, this campaign ensures the availability of an Augsburg education to a wide variety of students. (Photo by Stephen Geffre) AROUND QUAD Around THE the Quad Augsburg launches $55 million capital campaign Augsburg News Service New Science Center needed to continue excellence in the sciences O n April 18 Augsburg kicked off a $55 million capital campaign—the most ambitious fund-raising effort in its 135year history—to seek funding for two new buildings, a major addition to a third, and support for the endowment to help fund scholarship opportunities for its students. Access to Excellence: The Campaign for Augsburg College seeks $37 million for the three building projects, $13 million for growth to the endowment, and $5 million in growth to the annual operating fund. Nearly $30 million already has been raised. Individual gifts of at least $1 million have come from James and Kathy Haglund of Golden Valley, Minn.; Kinney L. Johnson ’65, of Boulder, Colo., Jean Taylor ’85 and Roger Griffith ’84 and the Glen A. Taylor Foundation; and Alan Rice of St. Paul. The centerpiece in the campaign will be a new Science Center and renovation of the College’s existing Science Hall, built in 1949. The project will both strengthen Augsburg’s tradition of excellence in the sciences and help expand science learning for both its own students and the community. The 58,000 square-foot Science Center will include teaching and research laboratories and three multi-use halls that will be used for classes, guest speakers, and community events. Renovation of the existing Science Hall, which will connect via skyway to the new building, will bring all of the science and mathematics programs together into one dynamic and interactive facility. “This new facility will be extremely important to Augsburg’s commitment to the health sciences,” noted President 2 William Frame. The center will provide space to help K-12 students explore careers in health science and solidly support Minnesota’s biomedical technology sector through the high quality education of talented science and math majors steeped in Augsburg’s liberal arts tradition. And, thanks to a planning grant from the State of Minnesota, architectural planning for the facility incorporates multiple “green” features in an environmentally responsible structure. The second major campaign project is the construction of a Gateway Building on Riverside Avenue. The building will serve as headquarters for both the College’s Alumni Center and its award-winning Center for Service, Work, and Learning. It also will house StepUP, Augsburg’s program for students in recovery, providing both residential and counseling space for the program. And, it will have space for retail opportunities to serve both the campus and the surrounding CedarRiverside community, including the University of Minnesota—in a model of public and private economic development for the neighborhood. A third building project is a major addition to Melby Hall, the College’s main athletic facility. The project will address pressing space shortages for Augsburg’s academic, intercollegiate, and recreational programs; it will provide classroom, workout, and competitive space, including a new Greco-Roman wrestling center, funded in part through a $1 million gift from Alan Rice of St. Paul. Funding for the endowment will focus on four key areas: several new faculty chairs and professorships, new endowed scholarships to provide access to students from a wide range of backgrounds, program support, and staff development. Augsburg’s first endowed chair, initiated through the campaign, will be named in memory of Bernhard M. Christensen, president of the College from 1938-62. Growth in The Augsburg Fund, the unrestricted annual giving fund, will be used by the College to meet its most pressing day-to-day needs. The five-year campaign, which began its “quiet phase” in fiscal year 2001 will run through 2006, the same year the College hopes to break ground on the new Science Center and Gateway Building. Giving toward the campaign has been broad-based with nearly 70 gifts of more than $100,000 already pledged. The campaign was kicked off— literally—on the Edor Nelson Athletic Field by College officials and hundreds of alumni, staff, and friends at a community festival on April 18. The festivities included a basketball youth clinic led by University of Arizona head coach Lute Olson ’56, a hockey clinic led by Minnesota Wild Wes Walz, music and theatre performances, children’s book readings, and science demonstrations. The evening prior to the festival, donors were entertained at a gala dinner. Augsburg’s last major campaign, the 21st Century Fund, raised $64 million from 1989 to 1997, with the $15 million James G. Lindell Family Library as its centerpiece. Read about Access to Excellence: The Campaign for Augsburg College in Vision, the campaign newsletter, beginning after p. 22. Campaign goal—$55 million Capital projects . . . .$37 million • Science Center and renovation • Gateway Building • Melby Hall expansion Endowment . . . . . . .$13 million Annual Fund . . . . . . .$5 million Spring/Summer 2004 Around the Quad Dennis Barker—coach to world-class runners Congratulations, faculty! Promotion to professor by Betsey Norgard A ugsburg’s head track and crosscountry coach Dennis Barker spent two weeks in California this summer, but hardly on vacation. His trip took him to Sacramento for the 2004 U.S. Olympic Team Trials in track and field where 10 of the runners he coaches hoped to earn a place in the Athens games. As a head coach for Team USA Minnesota, Barker has garnered national attention for the caliber of elite athletes who come to Minnesota to train with him—among them Carrie Tollefson, a native of Dawson, Minn., who became an NCAA-champion at Villanova, and is close to being an Olympian. In an article published in the Minneapolis Star Tribune prior to the trials and distributed nationally by the Associated Press, Barker is noted for his holistic approach to training, focusing Team USA Minnesota head coach Dennis Barker checks the time for one of his elite runners during training. 4 on bringing together all of a runner’s “physical, emotional, psychological, and spiritual resources.” Barker coaches Team USA Minnesota at the University of Minnesota track facility and crafts the training to fit each runner’s strengths and needs. His runners trust him implicitly, and the notice being taken of him in the running world attests to this. In Sacramento, Tollefson failed to qualify in her best event, 5,000 meters, but won the qualifying trials in the 1,500 meters. She has one more “trial,” however, since Olympic rules require a minimum qualifying time, which she will have to meet by early August in order to compete in Athens. Another of Barker’s runners, Katie McGregor, came in fourth in the 10,000 meters, but may reach the top three team if one of them chooses not to compete in that event. During the spring, Team USA’s training sometimes overlapped with Augsburg’s track team practices. “It’s really not much different from coaching our athletes at Augsburg,” says Barker. “All the basic things apply. I think this has really helped the Augsburg runners, because they see what these levels of athletes do, how they apply their training, and how they believe in themselves and what they can accomplish.” For the Augsburg athletes, the elite runners were an inspiration. “We often shared training time together and were able to see how hard work and dedication pay off at whatever running level you are,” said Becky Welle ’05, a member of Augsburg’s cross country and track and field teams. “Each runner is unique with different goals and expectations, and Dennis does an amazing job in challenging all of his athletes to be their best, whether they compete at Division III level or for the Olympics.” Joseph Erickson Education Beverly Stratton Religion Promotion to associate professor Nicholas Coult Mathematics Susan Nash Nursing Tenure and promotion to team associate professor Jeanine Gregoire Education and Physics Robert Groven Communication Studies Ashok Kapoor Business Administration Joseph Underhill-Cady Political Science Tenure granted Cheryl Leuning Nursing Spring/Summer 2004 Ron Palosaari retires from long tenure R onald Palosaari, professor of English, began 39 years of distinguished service to the College in 1965, when he joined the English faculty as an instructor. He obtained bachelor’s degrees in both English and divinity from Bethel College and Bethel Seminary, respectively. After three years as a pastor he returned to graduate school, completing a master’s degree in English and a doctorate in American studies with an emphasis on American literature at the University of Minnesota. Prior to coming to Augsburg, he was a college instructor in Wisconsin and Minnesota. Over the years, Palosaari successfully merged his professional fields of English and theology with an interest in society and social change. His sabbatical research in 1994 was also the topic of a lecture he presented at the Augsburg Associates’ 1994 spring seminar: “Jesus and Women.” It was Palosaari’s opinion that Jesus was a revolutionary: “He was very different from the typical Middle Eastern male of his time, an area which continues to be one of the most gender-bound regions of the world,” said Palosaari. Palosaari has remained an active member of several professional organizations and has served as a consultant for area businesses—always making use of his community contacts to enhance his teaching. He has read papers and conducted workshops at state, regional, and national conventions. In addition, Palosaari has shared his love of travel with the Augsburg community, hosting Alumni Association tours such as the “Spectacular Scandinavia” tour in 1995 in honor of the College’s 125th anniversary. He has also traveled to London on four occasions to teach drama. Palosaari has long been a favorite professor among students. He has received the Outstanding Faculty Award multiple times, an award given by graduating seniors to honor classroom teaching. “Ron Palosaari’s extensive knowledge brought to life not only literary works but the periods in which they were written, offering students a more complete sense of an author’s challenges, triumphs, and place in history,” said Kathy Fagen, an Augsburg Weekend College admissions assistant/counselor and current student. Farewell to Ginger Currey A fter working for 15 years in the Department of Business Administration as office manager and administrative assistant, Virginia “Ginger” Currey retired from Augsburg in January. Currey was the first full-time office manager in the department, the largest academic department at the College, that graduates over 200 students per year. She worked under three department chairs— Spring/Summer 2004 by Lynn Mena “Lectures were delivered with a passion that reflected his love for the academic discipline to which he devoted his life. For students fortunate enough to have taken one of his classes, this passion for literature was nothing short of contagious.” English professor Douglas Green fondly recalls Palosaari’s “Ask Ron” column in the Echo. “Ron’s column in the Echo was certainly essential to his enormous contribution to the life of the College over the years,” said Green. “In this column, he satirized just about every aspect of College life and of Augsburg’s various crises, as well as his own character, during his long tenure as an English professor.” Palosaari’s future plans include to “grow much older” and to “continue playing tennis without a backhand, bridge without a clue, and Scrabble despite being the weakest speller in the English department.” “I loved teaching students who were brighter and harder working than I ever was—and I always had some of those,” said Palosaari. “I got a special pleasure when students admitted they were starting to really like poetry, usually against their better judgment.” by Betsey Norgard Amin Kader, Milo Schield, and John Cerrito. On January 29, at her retirement reception, she was presented with a plaque that summarizes the appreciation of her colleagues. “As business department office manager, Ginger established administration procedures that each academic year set the standards for serving the needs of over 40 faculty members and hundreds of business administration students,” the plaque reads. “Over her many years of services to Augsburg College, Ginger earned the admiration of students, staff, and faculty. For 15 years, Ginger was the mainstay of the Business Administration Department. She was a dedicated colleague and a good friend.” The plaque doesn’t list the myriad other duties that Currey took on to assist the faculty, e.g., proctoring tests at the last minute, meeting visiting professors at the airport, and taking the extra steps to help students get the classes they need. Currey was also honored by the College as an Outstanding Employee in 2000, nominated by her department. Her commitment to community service included collecting pop can tabs from across the campus to benefit the Ronald McDonald House. 5 A CHANGE IN LEADERSHIP AT ITS SPRING MEETING ON MAY 1, THE AUGSBURG COLLEGE BOARD OF REGENTS ELECTED JEAN TAYLOR ’85 AS THE NEW CHAIR, TO SERVE A TWO-YEAR TERM. SHE SUCCEEDS KATHRYN H. TUNHEIM, WHO IS RETIRING FROM A 12-YEAR BOARD TENURE, THE LAST SIX OF WHICH SHE SERVED AS CHAIR. TAYLOR IS A CO-CHAIR OF THE CAPITAL CAMPAIGN CABINET THAT OVERSEES THE CURRENT $55 MILLION CAMPAIGN. SHE HAS ALSO SERVED AS CHAIR OF THE BOARD’S MARKETING COMMITTEE AND A MEMBER ON THE REGENTS’ COMMITTEE. OTHER OFFICERS ELECTED TO TWO-YEAR TERMS ARE H. THEODORE GRINDAL ’76, VICE CHAIR; JOAN VOLZ ’68, TREASURER; AND TRACY ELFTMANN ’81, SECRETARY. IN THESE STORIES, THE OUTGOING AND INCOMING BOARD CHAIRS SHARE PERSPECTIVES ON BOARD LEADERSHIP, GOALS FOR AUGSBURG, AND THE AGENDA FOR THE COMING TERM. A LEGACY OF INSPIRED GOVERNANCE athy Tunheim likes to say that serving as the chair of a board of a college like Augsburg is a lot more like being a shepherd than a boss. And that, she adds, has been the key to helping shape a shared governance model that Augsburg has embraced, and that she believes other colleges and universities across the nation will strive to emulate in the decade ahead. Tunheim has just completed six years as chair of the Augsburg Board of Regents during a period that has seen the College erupt from what President William Frame once termed “militant modesty,” onto the regional and national scene as an innovative, forward-moving institution. And, despite Tunheim’s own modesty in describing her leadership of the board, Frame said it has been Tunheim’s vision and leadership that can be ascribed to much of the impetus of the College’s movement. K Kathryn H. Tunheim by Dan Jorgensen “Kathy Tunheim is, in the language of one of her admirers, ‘prismatically excellent’,” he said. “That is certainly apt as a description of her work as counselor to me, especially in respect to the Augsburg 2004 vision.” Tunheim said the feeling is mutual. “Those of us serving on the Board of Regents have learned that one of the most important things a college governing board can do is to take very seriously the role we play in the selection and performance of the president. I’m proud of the work of the president and pleased by the board’s partnership with the administration. But another less visible challenge has been transforming the work of the board itself. An institution’s lifeblood is its faculty and students—management, great staff, and volunteer leadership, in general, are critical. But so, too, is effective governance. BUILDING A SHARED GOVERNANCE “During these years of my chairmanship, I feel that our board, the faculty, and the administration have come to terms with our commitment to a healthy shared governance model. It gives the board a better sense of ‘who’s in charge here?’— because now we know that at a college everybody is! Bill Frame has been masterful in helping all of us—board, administration, and faculty—understand this shared governance model. It’s what makes colleges really work; it’s unlike the governance work that occurs in business, so it’s been a great learning experience for all of us as regents.” Just prior to becoming chair, Tunheim served on the search committee that brought not only Bill but also Anne Frame to the College. “We got a wonderful, dynamic duo in the Frames,” she said. “Anne’s professionalism and understanding of the needs and functions of the school make her not only a great partner for Bill, but a great asset for this institution.” continued on page 8 6 Spring/Summer 2004 AN ALUMNA’S CALL TO LEADERSHIP Jean Taylor ’85 s the newly elected chair of the Augsburg Board of Regents, Jean Taylor, president of Taylor Corporation, brings to the seat not only a broad base of knowledge and enthusiasm, but also the valuable perspective that comes with being an Augsburg alumna—an association that distinguishes her from the past several chairs, and which clearly fills her with equal measures of pride, purpose, and calling. “I approach this opportunity not as something that I sought, for indeed I did not,” says Taylor, who received a B.A. in business administration in 1985. “Rather, I truly believe that I was called to do this. It will for me be a tremendous challenge in many, many ways. At the same time, I am convinced that it will be one of the most rewarding and enriching things I will ever do. “I believe that in the coming two years I will discover much more about my own gifts, as well as how to strengthen their use,” continues Taylor. “I am humbled to have this opportunity to return the favor to Augsburg through A Spring/Summer 2004 by Lynn Mena my leadership—this place has changed my life in so many positive ways and I will always be indebted to this college. The history of Augsburg is rich, storied, and full of successes, and I will focus my energy on making the next two years the best ever in this college’s history.” Taylor, who has served on the board since 1994, is also co-chair of Augsburg’s Capital Campaign Cabinet, which oversees the College’s newly announced $55 million campaign—Access to Excellence: The Campaign for Augsburg College. During her board tenure, she has chaired the Marketing Committee, and served on both the Regents’ and Executive committees. She also holds an M.B.A. in management support systems from the Carlson School of Management at the University of Minnesota, earned in 1988. In addition to her board leadership at Augsburg, she is active in a number of other community and nonprofit organizations—all while raising a one- and a three-year-old with her husband, Roger Griffith ’84, who serves as chief financial officer of the Minnesota Timberwolves and chief operating officer of the Minnesota Lynx professional basketball teams. “This is a wonderful ‘fit,’ not only from my point of view, but from our— the College’s—point of view,” says President William V. Frame. “Having Jean Taylor as the next chair feels right, seems right, and is right. “Jean has grown remarkably in management acumen during her 10 years as an Augsburg regent,” continues Frame. “This growth was recognized by her peers as a solid supplement to her notable collegiality and personal commitment to her alma mater. I am very glad of the prospect of serving with her over the next two years to accomplish the work to which we have agreed—to clarify and extend the College vision and to strengthen the integrity of the Augsburg brand.” SERVING THE COLLEGE Taylor organizes her goals as board chair under the framework of two distinct paths—those that serve the College, and those that serve the regents. “Looking at it from this perspective, I see three critical things that the College needs from me as board chair to accomplish over the next two years,” says Taylor. “One is to continue to extend Augsburg 2004 [the College’s vision document], not only in a way that supports the work that professors Mark Engebretson and Joan Griffin are doing in terms of refining that vision and taking it farther into the future. But also in terms of taking Augsburg 2004 deeper within the Augsburg community, so that as a whole we can all enjoy greater ownership and understanding of that strategy, and so that we’re able to share this strategy more broadly with our larger community. “When I talk about community, I believe Augsburg’s community has many layers,” continues Taylor. “There’s certainly the immediate and very important campus and Cedar-Riverside community that surrounds us, but there’s also the Minneapolis community, the Twin Cities community, and the Minnesota and Upper Midwest community. And I think as one considers Augsburg’s vision, we really also think about ourselves as part of the world community.” Taylor’s second goal is to steer the capital campaign toward a successful continued on page 9 7 A LEGACY OF INSPIRED GOVERNANCE (CONTINUED…) During Tunheim’s three terms as chair, the institution successfully added many new programs and partnerships, established a branch campus in Rochester, embarked on its first major capital campaign, reached new highs in enrollment at both the undergraduate and graduate levels, and more fully engaged its alumni—something she has worked toward from the moment she took a seat on the board. “It should not be lost on our alumni, by the way, that up until Jean Taylor’s recent election as board chair, the past six chairs have all been non-alumni,” Tunheim said. RAISING E X P E C TAT I O N S O F AUGSBURG “When I first joined the board, I think the College was ranked lowest among the ELCA colleges in terms of alumni philanthropy. So my goal was to find a way to help change attitudes and set a collective expectation of ourselves as stewards of the school. I wanted alumni to think in terms of giving back: serving on the board, being partners in all that we needed and wanted to do. “I remember having breakfast in 1998 with the woman who was then chair of the College’s alumni association. I could clearly see she was frustrated, so I asked her, ‘What is it that you want from the College?’ Her answer was clear and immediate: ‘We want a degree from Augsburg to be more valuable in the future than it was when we got it.’ Together, I think we’ve been committed to ensuring that we create that future— and we all agree how important the College’s alumni are to making it happen.” Tunheim noted that when people look across the nation and point out the strongest higher education institutions, they are always the ones that have engaged, passionately loyal alumni. 8 “Augsburg has a lot of passionate and loyal alums,” she said, “but in the past we didn’t always find a way to engage them. But now, especially with Jean’s election, there are some great role models in terms of what alumni can and should do for their school. AT T R A C T E D B Y MISSION AND VISION “Having said that, I also want to point out that non-alums like me have seen something in Augsburg that attracted us to the mission and vision. That’s a tribute to Augsburg and its past leadership. My message about Augsburg to the marketplace is this: Augsburg College will be more important in the future landscape of higher education than it has ever been, because its strengths will serve the future needs of the community so well. But institutionally, we’re not ready to meet all the needs that will come to us—financially, or in terms of buildings and infrastructure. Our responsibility is to make sure that the College IS ready to serve as it is called to serve.” Tunheim, who is a graduate of the University of Minnesota and CEO of Tunheim Partners, a leading Twin Cities public relations firm, first came to Augsburg in the late 1980s to talk about how the College might improve its relationship with the city of Minneapolis. At the time, the city seemed to be courting institutions like St. Thomas, while Augsburg, already well-established and involved in the city, was being ignored. “I was struck by the many fine programs the College had and how little was known about them. As a professional in public relations, I was intrigued by what might be done to share that story. That’s what first attracted me to the board.” When President Charles Anderson decided to step down due to an illness, she was asked to lead the search committee for the new president, but declined initially, citing business obligations. But neither Anderson nor Barbara Gage, who was then board chair, would take ‘no’ for an answer. “Barbara told me that this is what I needed to do, that when you’re asked to do something for which you’re a good fit, you need to respond to the call.” Other highlights of her three terms, she said, were developing a better understanding and working relationship with members of Augsburg’s Corporation—the four Lutheran synods that “own” the institution; establishing the Regents’ Committee, a group that has been key to evaluating who is on the board, what their expectations are, and how new board members are recruited; and working with the president on setting a clear vision of what the College is and where it wants to go. “I was honored to be asked to serve on this board, and then to serve as chair, but I’m also extremely excited about where this College is now heading,” she said. “While other schools are working to discern their uniqueness or their future, Augsburg is already there. The light coming from Augsburg is inspiring already—I have no doubts about its strength and constancy.” ■ Spring/Summer 2004 AN ALUMNA’S CALL TO LEADERSHIP( CONTINUED…) conclusion, and third, to start the search for the next Augsburg president. “It is so critical to find the right leadership for the College,” says Taylor. “Augsburg has been absolutely blessed with incredible leadership in terms of its presidents, and I think Bill Frame has done a remarkable job during his tenure. So, we really need to establish a process to make sure that we find a new president who is truly called to be the next president of Augsburg and continue the legacy that has been created.” “And this goal is about helping board members to really understand their role and to understand more about the College, and putting each regent in appropriate leadership positions, so that not only two years from now, but five years from now we’ll have a group of regents able to utilize their talents to their highest capability.” SERVING THE BOARD Professionally, Taylor has an outstanding track record in leadership development. At Taylor Corporation, where she served first as vice president of development before becoming president in 2001, she has led several successful initiatives to revitalize and restate the organization’s core purpose and core values, formalize leadership development, alter its approach and philosophy to the role and use of information technology, and encourage and promote women in leadership roles. In 1998, CityBusiness magazine cited Taylor’s commitment to networking opportunities for women in business When Taylor looks at how her election as board chair can specifically serve the regents, she cites two main goals, beginning with a pledge to continue the work of outgoing chair Kathy Tunheim. “Kathy has done incredible things with this board,” says Taylor. “One aspect that she has undertaken that I would like to continue is to refine the governance roles at the College. I see three components to that leadership—the regents play a key role, as do both the administration and the faculty. I think there’s still critical work to do in terms of refining how these three leadership components work together—where do each of us take the lead responsibility, and where do we stand alongside the others in order to ensure that the College achieves its vision? “The second piece relative to the regents that I’ll focus on over the next couple of years is determining how we can most effectively utilize the talents of our regents,” continues Taylor. “We have an incredibly active and engaged group of regents; every time I’m in a full board meeting, I look around the room and I am just amazed and blessed that I’m sitting in this room with these incredible people whom I learn from all the time, and who put all this time and devotion into the College. Spring/Summer 2004 O U T S TA N D I N G BUSINESS LEADERSHIP when it selected her as one of its “40 under 40,” a prestigious group of 40 business professionals who have achieved distinction and risen quickly in their fields—and who are all under the age of 40. Prior to joining her father, Glen Taylor, at Taylor Corporation in 1994, Taylor was senior vice president of E.W. Blanch Co., a global reinsurance intermediary. As Taylor embarks on her two-year term as chair of the Board of Regents, it also represent her final years of a 12-year tenure as a board member. “Over the last 10 years I’ve learned so much about the history and the foundation of the College and where it came from,” says Taylor. “It’s incredibly satisfying for me to see the linkage between what the founders of Augsburg envisioned and all that Augsburg has accomplished over the ensuing 135 years—and then to witness how we’re currently extending that vision. “I am so impressed by the history of the College, and at the same time I am so excited about its future, because I think that Augsburg is positioning itself to have an even greater impact on its community. I’m incredibly proud to be an alumna of the College, and my pride continues to grow because I know that this college is just going to get better and better—our diamond is really going to shine.” ■ 9 Sports Wrestlers, track, and women’s hockey lead a solid year for Auggie athletics by Don Stoner A Division III second-place finish by the wrestling team, which tied both NCAA and school records with four individual champions and nine AllAmericans, respectively, and standout seasons for the track and field and women’s hockey teams paced a solid year for Auggie athletics. Senior Joe Moon earned the Outstanding Wrestler honors after scoring a 13-6 upset of top-ranked and four-time All-American Eduard Aliakseynka of Montclair State (N.J.) in the 174-pound national finals. Sophomore Marcus LeVesseur extended his school-record winning streak to 84 straight matches, finishing 40-0 and winning his second straight national title at 157. Juniors Mark Matzek, at 133, and Matt Shankey, at 125, each claimed a first national crown. The Auggies also finished third in the NWCA Scholar All-America Team program with a 3.39 team grade point average, the seventh straight top 10 ranking. Augsburg leads the nation with 81 NWCA Scholar All-Americans since 1983. Augsburg’s women’s hockey team, under coach Jill Pohtilla, finished 15-10-2 overall, 10-6-2 in MIAC play, earning a spot in the playoffs for the second season in a row. The Auggies closed with an eightgame unbeaten streak, going 9-2-2 in their final 13 games before ending with a 6-5, double-overtime loss to St. Thomas in the MIAC semifinals, a game played in a conference-record 96:09. Senior Annie Annunziato led the team with 36 points and was named to the Division III JOFA All-American West Region team, joining juniors Lauren Chezick and Melynda Kleewein on the AllMIAC first team. Freshman Stacy Anderson earned honorable-mention and All-Rookie recognition. And track and field, led by sprinters Mathew Shannon, Tonnisha Bell, and Alana Carter; hammer-thrower Jon Dahlin; and distance runners Ellen Waldow, Hannah Dietrich, and Angie Bergeson had 10 two All-American honors, eight MIAC titles, and 24 school records. At the MIAC indoors, Shannon, a senior, and Bell, a sophomore, earned Most Outstanding Performance honors. Shannon also earned MIAC Most Outstanding Indoor Track Athlete and USA Track and Field Minnesota Athlete of the Month honors, winning the men’s 400meter dash in a record :48.78. He also won the 55-meter dash and set or tied school records in the 55 and 200. Bell, Waldow, Dietrich, and Bergeson combined on the All-American distance medley relay team, finishing seventh nationally, and Bell set school and MIAC records in the 200 (:25.52 ), shattering the meet record by nearly a half-second. Senior Jon Dahlin won the hammer throw title and set a school record at 54.01 meters (177-feet, 2-inches). Waldow won the 800 in a school-record 2:16.36, breaking a mark set earlier by Bergeson. Waldow and Bergeson joined teammates Amy Mackner and Dietrich in winning the 3200-relay. In other 2003-04 sports highlights: • Augsburg finished with a 5-5 record (4-4 in the MIAC) in football, and 13-year head coach Jack Osberg became the alltime win leader with 60. Osberg’s teams have had seven .500-or-above seasons, second only to Edor Nelson’s eight .500or-above seasons. Auggie runner since 2001 to earn AllMIAC honors, with a 5,000-meter time of 19:24. • Under co-coaches Troy Nygaard and Laura Levi, Augsburg produced its finest women’s golf season in history. The Auggies tied their previous best-finish at the Minnesota Women’s Collegiate Golf Association championships—10th against all of the state’s Division II and Division III programs. Freshman Marisa Navarro blistered school records with a 85.63, 18-hole stroke average, and a 12th place finish in the MWCGA meet. • The men golfers—with just one senior—finished with a 314 spring stroke average, under 16th-year head coach Brian Ammann. The team was fifth in the MIAC, led by freshman Erik Helgerson, who earned all-MIAC with a 36-hole total of 154. • In women’s basketball, center Selina Theisen led both scoring and rebounding at 17.1 and 10, respectively, and was the only freshman selected to the 16-player All-MIAC first team. Theisen also was selected to the conference’s All-Rookie team, was named to the D3hoops.com All-West Region third team, and was named to the Freshman All-American team by Women’s DIII News. • Head coach Mike Navarre’s women’s soccer team finished 11-5-2 overall (5-42 in the MIAC), tied for the second-best record in school history. Sophomores Millie Suk and Nora Austin were named to the All-MIAC team. Senior Laura Hoffman closed her career as one of the school’s best goalkeepers, recording a 114-2 record, seven shutouts and a 0.95 goals-against-average. • Under first-year coach Keith Bateman, the young Augsburg baseball squad finished 16-22 (7-13 in the MIAC), nearly doubling its overall victory total from each of the previous two seasons. Sophomore pitcher Jeremy Nelson (allMIAC) had a 5-4 record and 2.91 earned-run average, throwing six complete games, striking out 33, and allowing only 15 walks and a .269 opponent batting average. • Augsburg’s cross country teams logged 29 personal-best times (19 women and 10 men). Ellen Waldow became the first Don Stoner is sports information coordinator in the Office of Public Relations and Communication. Spring/Summer 2004 Five senior athletes are honored F ive senior student-athletes received Augsburg athletic awards for the 2003-04 school year. Three Auggies were named Honor Athletes, the highest honor the College gives its senior student-athletes—Melissa Lee, Brandon Fox, and Mathew Shannon. Earning Augsburg Senior Athlete of the Year honors were Kristen Lideen and Joe Moon. Lee was also given the Julie Ellingson Leadership in Women’s Athletics award, an honor given periodically to female athletes who have displayed qualities of outstanding leadership and service to Auggie athletics. The award is named for Julie Ellingson ’98, a softball catcher who was a devoted worker in many aspects of Augsburg’s athletic department. 2003-04 HONOR ATHLETES Brandon Fox A three-year starter and four-year letterwinner in football, Fox earned All-Minnesota Intercollegiate Athletic Conference second-team honors in both his junior and senior seasons. His senior year, he led the Auggies in tackles with 103. In 2003, he had the second-most tackles in the MIAC and led both the conference and team in tackles for loss. He added 2.5 sacks, two interceptions and two fumble recoveries his senior year. He was named the team’s Outstanding Player on Defense, Most Valuable Player, and earned the Edor Nelson Auggie Award in 2003. A business management major with a 3.63 GPA, Fox earned Academic All-MIAC honors twice and was named to the CoSIDA Academic All-District second team in 2003. Melissa Lee Lee was a four-year starter in softball and also played basketball for two seasons at Augsburg. In softball, Lee will Spring/Summer 2004 go down as one of the “ironwomen” of Auggie softball history. Augsburg’s third-baseman played in every inning and started every game of her four-year career—141 games, 141 starts, and 964 innings. She closed her career with a .296 batting average and a.962 fielding percentage. A health and physical education major with a 3.507 GPA, Lee has earned Academic All-MIAC and National Fastpitch Coaches Association Scholar Athlete honors three times. She is a Student-Athlete Mentor, copresident of the Augsburg College Education Students (ACES) program, and has been active as a student worker in many aspects of Augsburg’s athletics program. Mathew Shannon A 17-time All-MIAC performer, Shannon became the first Augsburg men’s track and field athlete to earn All-American honors in both indoor and outdoor events in the same year in 2003 at the NCAA Division III national championships. This season, Shannon placed fifth in the indoor 400 at the national meet, and qualified for the outdoor national meet in the 400. A three-time MIAC titlist, Shannon earned both the Outstanding Indoor Championships Performance and Indoor Track Athlete of the Year honors from MIAC coaches this season. He also was named USA Track and Field Minnesota Co-Athlete of the Month in April. A business and communication major with a 3.155 GPA, Shannon has earned Dean’s List honors. Shannon is also a recipient of a Scholastic Connections scholarship, which pairs students of color with alumni mentors in the community. by Don Stoner 2003-04 SENIOR ATHLETES Kristen Lideen Lideen emerged as a two-sport star at Augsburg. In soccer, Lideen earned AllMIAC honorablemention honors three years in a row as one of the top sweepers in the conference. In softball, Lideen became one of Augsburg’s best shortstops, holding career school records in three different categories—batting average (.444), hits (175) and doubles (38)—while sitting in the top 10 in school history in seven other career listings. Lideen is one of four players in school history to ever go through a single season without a strikeout. She earned All-Region and All-MIAC first-team honors each of her first three seasons in an Auggie uniform, and earned All-MIAC honors her senior year. In 2003, she earned NFCA AllAmerican honors. Lideen is a philosophy major at Augsburg. Joe Moon Moon won his first national title in wrestling this season with a dramatic upset performance at the Division III national championships, earning the meet’s Outstanding Wrestler honors in the process. Moon finished 392 his senior season and 105-14 in his three-season career at Augsburg. A twotime All-American in wrestling, Moon finished fifth nationally last season at 174 and earned the team’s Outstanding Freshman honors his first season at Augsburg. A marketing major, Moon was also a member of two academic national wrestling teams at Augsburg. Don Stoner is sports information coordinator in the Office of Public Relations and Communication. 11 Faculty/staff notes Creating learning communities at Augsburg F rankie Shackelford, associate Learning Community that dean for teaching and learning took a group of 12 students enhancement, is a national and the two professors to resource leader in promoting the museums in the Twin Cities, concept of “learning Chicago, and Baraboo, Wis. communities,” and a key player The subject matter was not the in Augsburg’s development of content of the museums, but curricular learning communities. rather how the museum In 2000, Shackelford was designed and arranged the named one of 58 fellows of the content and how that reflects National Learning Communities the society that created it. Project (NLCP), funded by the Their study was based around Pew Charitable Trusts and a text on this subject and administered by the Washington discussion with its author. Center for Improving the Quality Associate dean Frankie Shackelford brings best practices from national Shackelford’s continuing learning community resources to Augsburg’s first-year program. of Undergraduate Education at commitment as a fellow of the The Evergreen State College. NLCP is to make site visits to Since then, she has twice served institutions who are community links classes together for a as a core resource person at NLCP’s experimenting with learning communities. common group of students often across summer institutes and presented at Thus far she has held workshops and academic disciplines and usually around a professional meetings. evaluated programs at Wofford College and theme. Besides the faculty and students in Last October, as part of a Midwestern Cottey College. At Augsburg she is active these classes, a learning community often network of learning community leaders, in the faculty-staff task force on includes academic advisers, residence life Augsburg hosted one of 10 day-long “Foundations of Excellence™,” whose staff, student peer leaders, and staff from Open Houses, where Shackelford and work will lead to a strengthening of campus support programs. other Augsburg faculty and staff learning communities in the first-year While serving as co-director of presented Augsburg’s first-year learning curriculum. Augsburg was selected as one professional development, Shackelford was community program, helping others to of 12 colleges in the Council of instrumental in the design and understand the concepts. Independent Colleges (CIC) to participate development of the eight-week Augsburg As associate dean, Shackelford oversees in this national study of ways to improve Seminar for all incoming first-year seven programs that promote student the first college year. More information on students, which was rolled out in fall 1998. academic development and faculty/staff this project is available at This orientation seminar for new day professional development. <www.brevard.edu/fyfoundations>. students is linked to one or two other The concept of learning community courses and includes student leaders as coinvites practices that bring together people teachers to help answer students’ questions NOTEWORTHY and programs on campus to help students about college life. The goal is to help find more meaning in the curriculum, she students transition to college life, connect Tony Bibus, social work, was resays. The approach is an intentional them to the larger campus community, and appointed by Gov. Tim Pawlenty to a restructuring of students’ time, credit, and help them become self-reflective learners. four-year term on the Minnesota Board of learning experiences to build community Augsburg’s new Core Curriculum, Social Work, which is responsible for and to foster greater connections among licensing and disciplining social workers. launched last year, was inspired by the students, students and their teachers, and learning community model. “Learning Trena Bolden, Pan-Afrikan Center, and among disciplines. The learning communities provide the impulse to make Kenneth Turner, Student Support community movement has broad reach meaning across a student’s four years of Services, attended the 28th Pan-African across many kinds of educational learning,” says Shackelford. Leadership Conference at Minnesota State institutions with over 500 colleges and Co-curricular learning communities University in Mankato in February, along universities now registered at the (outside of academic classes) have also with students Hanna Habtemariam, “Learning Commons” Web site developed at Augsburg. Last year, under Hamza Yusuf, Anthony Schaden, (http://learningcommons. the leadership of professors Phil Adamo Robert Jones III, Dega Ali, and Audra evergreen.edu). and Lars Chrisiansen, the History and Johnson. In the curricular sense, a learning Sociology Clubs formed a Museum 12 Spring/Summer 2004 The art of making events shine by Betsey Norgard J odi Collen admits she belonging that Augsburg alumni, can’t go anywhere parents, and donors feel as they without noticing displays, return to campus—including the ways materials are used, current students. “I want current and how decorations are students to feel connected, and to arranged—in short, she walk away feeling that they were can’t turn off her job. part of the event,” Collen says. Collen is events She seeks to work more coordinator at Augsburg, closely with faculty and staff working in the Office of from the get-go, offering ideas to Events and Classroom creatively plan the event from Services. It’s her job—and the beginning, to gain greater her passion—to help make consistency across all campus every Augsburg event look events. professional, run efficiently, Collen considers herself Jodi Collen mixes a combination of inspiration, creativity, and purpose in and communicate the right lucky to know that events planning major events at Augsburg. messages. planning is truly a calling and Since coming to part of her vocation. She can While she entered the program for career Augsburg two and a half years ago, she trace that awareness to a keynote speech development, she has found that her feels lucky to say that she loves what she by David Merrill, a leader in her field own personal development has been does—and she knows she can do it well. (who has since become a friend and more rewarding than prospects of career Last year, Minnesota Meetings & mentor), at the first special events advancement. Her goal is someday to Events magazine named her the 2003 conference she was invited to attend. continue on for a Ph.D. and teach in the “Up-and-Coming Special Events “The minute he started speaking, I industry. Planner”; and the year before that, she knew this is what I’m supposed to do,” At Augsburg, she is responsible for was named one of the top five women to she says. Merrill connected her to the planning and managing summer watch in the Minnesota events business. right people and resources, and her conferences, weddings and receptions, She is currently president-elect of the career took off. and working with faculty and staff to Minneapolis-St. Paul Chapter of the During the summer, in addition to plan major campus events. International Special Events Society. managing summer events, Collen is Collen looks forward to working What put her over the top in working with the alumni office to plan more closely with Augsburg faculty and becoming noticed and in giving her Augsburg’s 2004 Homecoming, “Spark staff to plan the College’s major events. confidence was the opportunity to plan a Your Spirit,” to take place Oct. 2-9. Her goal is to increase the sense of major event last summer for her events industry colleagues. With only months to go before the annual conference of the International Special Events Society to be held in Minneapolis, Collen stepped in to plan one of the major evening events—a beach party. With the help of four dumptruck-loads of donated sand and lots of ingenuity, conference-goers partied with hula hoops and parasoled drinks on a sandy beach, with palm trees and beach cabanas—all downtown in Peavey Plaza. Collen recently completed a Master of Tourism and Administration degree at George Washington University in Washington, D.C., specializing in conference and events management. Spring/Summer 2004 13 Faculty/staff notes Postcards from Italy During February and March in the Christensen Center Gallery, art professor John McCaffrey exhibited 34 oil paintings of the sultry Italian landscape in the show “Postcards from Italy.” The paintings are evocative recollections of a visit McCaffrey made to the country several years ago. Though small in size, the works are bold interpretations of some of Italy’s most remarkable scenery and monuments. Captured in the brushwork are narrow streets and sun-baked cobblestones of old towns, the glory of Roman ruins, and the verdant beauty of the rolling Tuscan hills. Even in these small sizes, McCaffrey’s use of light to sculpt form, establish space, and construct volume is revealed upon close observation. John McCaffrey, art, measures to hang one of the 34 small oil paintings in his “Postcards from Italy” exhibit. “Vernazza” (2004) is one of the “postcards” that brought the Italian landscapes to life in the Christensen Center Gallery during the winter. Honors/awards Congratulations to the 2004 faculty and staff who received Distinguished Contributions to Teaching and Learning Awards. Mark Engebretson, professor of physics, for teaching; Ann Klamer, director of residence life, for direct service to students; and Garry Hesser, professor of sociology and metro-urban studies, for advising/mentoring. Carol Barnett, music professor and composition instructor, was awarded the 2003 Nancy Van de Vate International Composition Prize for Opera from the Vienna Masterworks for her work, Snow, based on a short story by Konstantin Paustovsky. Janna Caywood ’04, social work, was inducted into Alpha Kappa Delta, international sociology honor society. 14 Su Dorée, mathematics, received the Mathematical Association of America North Central Section’s Award for Distinguished College or University Teaching of Mathematics, presented in April. It is presented for extraordinarily successful teaching, influence beyond their own institutions, and fostering of curiosity and excitement about mathematics to students. Garry Hesser, sociology and metrourban studies, was honored by the Higher Education Consortium for Urban Affairs (HECUA) for his 25 years of service. Ann Klamer, residence life, received the 2003 Linda Schrempp Alberg Outstanding Contribution to Minnesota Higher Education Award, presented by the Minnesota College Personnel Association in May. Alberg was director of student life and associate dean of students at Augsburg until her death in 1996. Cheryl Leuning, nursing, received an Alumni Achievement Award in 2003 from Augustana College, Sioux Falls, S.Dak. In the award nomination, she was described by her students and colleagues as “a superb teacher, an inspirational leader, and mentor.” Sports information coordinator Don Stoner, public relations and communication, was named CoWrestling SID/Publicist of the Year by the National Wrestling Media Association, an organization representing journalists who cover amateur and college wrestling. Jeff Swenson ’79, assistant dean for athletics and head wrestling coach, was inducted in March into the Minnesota Wrestling Coaches Association/David Bartelma Wrestling Hall of Fame. Spring/Summer 2004 Presentations/publications David Apolloni, philosophy, presented “Puzzles Concerning False Judgment in Plato’s Theatetus” at the 10th Annual Minnesota Conference on Ancient Philosophy in May. Tony Bibus and Rosemary Link, social work, and Michael O’Neal, sociology, presented a paper, “Analysis of Welfare Reform Using a Global Perpsective and Locally Mapped Conditions” at the 50th annual meeting of the Council on Social Work Education in March. Nora Braun, business administration/ MIS, published “Critical Thinking in the Business Curriculum,” in the March/April issue of The Journal of Business Education. Grace Dyrud and Bridget RobinsonRiegler, psychology, along with psychology senior Matthew Plitzkow, presented a poster session, “Lucky Next Time: The Effects of Luck Inducement and Delay on Predictions of Future Wins and Luck Ratings,” at the Midwestern Psychology Convention in April. They also presented at the American Psychological Society in May. Orv Gingerich and Kathy McBride, Center for Global Education, co-presented a session, “Experiential Education: Theory and Practice in Latin America,” at the 15th annual international conference of the Association of Academic Programs in Latin America and the Caribbean (AAPLAC) in February. Shakespeare Bulletin published Douglas Green’s review of Joe Dowling’s production of Othello at the Guthrie Lab in the spring issue (22.1); his review of Ethan McSweeney’s Romeo and Juliet appeared in the summer issue (22.2). In April, at the annual Shakespeare Association of America meeting, Green participated in a dramatic reading of Antony and Cleopatra. (His drunken Lepidus was well received.) Spring/Summer 2004 Gretchen Irvine, education, participated on a panel on international travel experience at the National Society for Experiential Education conference in November. She also presented “Value Added to Global Study/Travel through the Use of Technology,” at the Hawaii International Conference on Education in January. Kenneth Kaminsky, mathematics, published Financial Literacy: Introduction to the Mathematics of Interest, Annuities, and Insurance, with a manual to accompany it, by University Press of America, Inc. in 2003. Jason Kemp, residence life, published “Ally Rally: Problem Solving with GLBTQ Allies on Campus,” in the spring 2004 UMR-ACUHO (Upper Midwest Region, Association of College and University Housing Officers) News. Ann Lutterman-Aguilar, Center for Global Education-Mexico, published “Educating about a Diversity and Global Issues Experientially: A Review of Simulations Games for Use in Community-Based Learning Programs,” in the fall 2003 issue of Transformations: The Journal of Inclusive Scholarship and Pedagogy. Dave Matz, psychology, co-authored “Social Norms and Identity Relevance: A Motivational Approach to Normative Behavior,” in Personality and Social Psychology Bulletin. He also co-authored an article in Current Psychology, 21. Regina McGoff, Center for Global Education, presented, “Study Abroad for Students in a Weekend College Program,” at the Student Abroad Curriculum Integration Conference in April. Susan O’Connor, education, co-authored a chapter about her five-month faculty exchange in Trondheim, Norway, in Sosialt arbeid: Refleksjon og handling (Social Work: Action and Reflection). Ron Petrich, education, has a selection in Teaching with Fire: Poetry That Sustains the Courage to Teach, published by Jossey Bass. Petrich finished the first two-year Courage to Teach retreat series for K-16 educators and began a second series in May. Bruce Reichenbach, philosophy, contributed “Explanation and the Cosmological Argument,” to Contemporary Debates in Philosophy of Religion, edited by Michael Peterson and Raymond Vanarragon, and published by Blackwells in England. Bridget Robinson-Riegler and Greg Robinson-Riegler published two texts: Cognitive Psychology: Applying the Science of the Mind (along with an instructor’s manual) and Readings in Cognitive Psychology: Applications, Connections, and Individual Differences,” both published in 2004 by Allyn & Bacon. Nancy Steblay, psychology, co-authored “Eyewitness Accuracy Rates in Police Showups and Lineup Presentations: A Meta-Analytic Comparison,” in Law and Human Behavior, 27. Andrew Tix co-authored “The Relational Context of Social Support: Relationship Satisfaction Moderates the Relations between Enacted Support and Distress,” in Personality and Social Psychology Bulletin, 29. He also co-authored an article in the Journal of Counseling Psychology, 51. Sean Truman, psychology, with students Francis Rojas, Danielle Banaszak, and Janessa Baier, presented “Maternal Substance Abuse and Ratings of Parent Behavior: Do Drugs Matter?” at the Midwestern Psychology Convention. Truman also co-authored “What Are They Thinking? The Mediating Role of Parental Cognitions in the Parenting Processes of Drug-Dependent Mothers and Fathers,” in the NIDA Research Monograph Series in 2003. 15 AUGSBURG’S FOURTH INTERNATIONAL ver 100 entries were submitted in O the fourth annual photo contest for international and off-campus studies. Winners were selected in three categories: scenic landscapes, local people in a cross-cultural setting, and Augsburg students in a host setting. All winning photos were displayed in Christensen Center. Entries were judged on the following criteria: cross-cultural content, artistic and technical quality, and reproducibility. To see all the winners, visit <www.augsburg.edu/international/ photocontest04>. A 1st Place A B B 16 Scenic landscapes. First place. “Prague from the Castle Wall,” Erik Helgeson ’05. Czech Republic Augsburg students in host setting. First place. “Dancing with Locals (Mike Boyle),” Erik Helgeson ’05. Cuba C Local people in a cross-cultural setting. First place. “Lunchtime,” Deb Olson, MA Nursing. Namibia Spring/Summer 2004 OFF-CAMPUS STUDIES PHOTO CONTEST C D D Augsburg students in host setting. Second place. “Namibian Dunes,” Jenna Bracken ’05. Namibia E Scenic landscapes. Second place. “On the Other Side of the Fence: Auschwitz,” Ariann Russ ’05. Poland F Augsburg students in host setting. Third place. “Candomblé,” Ana Gabriela Power ‘05. Brazil. E F Spring/Summer 2004 17 MAJOR BOWEN: a story of courage and determination by Betsey Norgard As Jean Housh (left) coped with surgery to remove a brain tumor, her strength and inspiration came from “Major” Bowen (right), whose brain tumor left him near death and in a coma. She helped direct his path to Augsburg. eople are brought together in unpredictable ways. The friendship between Augsburg freshman Edward “Major” Bowen and Jean Housh, wife of Augsburg regent emeritus Allen Housh, began one day in physical therapy at the Sister Kenny® Rehabilitation Institute, where both were recovering from brain surgery. Because of the friendship that developed from that day in the hospital, the Houshes are largely responsible for Major Bowen enrolling at Augsburg. Three years ago last January, Bowen was an All-State junior goalie on The Blake School’s hockey team. The night he and the team shut out Stillwater High School, he felt sick with what he thought was the flu. By the next evening he was fighting for his life as a tumor blocked the flow of cerebrospinal fluid through his brain. Emergency surgery to relieve the pressure, followed by another surgery a week later to remove the cyst, left him in a coma for six weeks. P 18 “The nurses told us his brain was injured like in a 60-mph crash through a windshield,” recalls Bill Bowen, Major’s father. Miraculously, on Major’s grandmother’s birthday, he began to awaken. Weighing only 95 lbs., he was unable to walk, talk, or eat. Thus began a long rehabilitation at the Sister Kenny Institute, at a clinic in Florida, at Courage Center, and at other out-patient facilities. At Sister Kenny, as he worked to take a few steps, then a few steps more, Jean Housh was also recovering from elective surgery to remove the same kind of cyst before it became the emergency that Major faced. She was undergoing therapy to regain balance, strength, and memory. Excerpts from her story about getting to know Major are on p. 20. By the fall, Bowen was able to return home, but was plagued by short-term memory loss, facial droop, and some balance difficulty. His father tells of how Rod Anderson, a former Blake teacher and hockey coach “unretired” and devoted his time to tutoring Major in the Bowens’ home. During winter semester, Bowen returned to Blake, with Anderson continuing to tutor him at the school. Bowen also began practicing Tae Kwan Do as part of his therapy, and has achieved a second degree purple belt. He is now in training to test for his red belt. Major Bowen graduated with his Blake class in June 2002, but his real achievement came earlier, during Blake’s final hockey game of the year. After weeks of incredible determination and hard work to get back on the ice, he skated out to tend the goal for the last 53 seconds as his team beat Minnehaha Academy. For this, City Pages in their 2002 Best of the Twin Cities, named him the Best High School Athlete. The following year the Bowens began exploring options for college. Sara Kyle, associate director of college counseling at Blake, suggested Augsburg. “[Augsburg] Spring/Summer 2004 for the class. is one of the best (if not the best) Bowen’s determination also impacted colleges in the nation for bright students Maurer. “One of the biggest lessons I with learning and/or physical learned from Major,” Maurer said, “is to challenges,” said Kyle. “I thought it never give up. … I think Major’s refusal would be a natural place for Major to to stop until he had accomplished his continue his education.” She connected best can be inspirational to us all. The the Bowens with Sally Daniels, whole experience was a great honor and Augsburg’s director of undergraduate will remain one of my fondest memories admissions. from my time at Augsburg.” Jean and Allen Housh were also During the second semester, Bowen instrumental in the decision to consider was scheduled for several surgeries and Augsburg. “While Augsburg was in the would miss a considerable number of back of my mind,” Bill Bowen says, “90 school days. He arranged with Gustafson percent of it was the encouragement of to do a directed study in history, centered Allen and Jean.” around the question of genocide and Daniels and the Houshes introduced focusing on Nazi Germany and the Pol Major and his parents to President Pot regime in Cambodia. William Frame and to Augsburg’s Center A highlight of the semester was a field for Learning and Adaptive Student trip to Washington, D.C., to the Services (CLASS), a premier program in Holocaust Museum. While in providing comprehensive support to Washington, the Bowens met with students with disabilities. Minnesota Senator Mark Dayton, a friend Major enrolled in the fall as a partof the family, who had been Major’ s time student with two classes—Spanish baseball coach and who had also been a and history. Bill Bowen credits both hockey goalie at Blake. professors—Kate Reinhardt in Spanish The year proved incredibly difficult, and Don Gustafson in history—with but rewarding, for Major. Bill Bowen being “absolutely wonderful” to Major. recounts that virtually every Gustafson wondered at first how he person at Augsburg “gave would manage to teach someone with 102 percent”—nothing was short-term memory problems in the just average concerning detail-laden discipline of history. “It Major’s experience. He will worked,” he said, “partly because Maj return to classes in the fall came with some excellent high school part-time and then evaluate background; partly because his father what the right course will spent hours and hours going over the be for the future. material with Maj, and Maj on his part The friendship between was not about to give up; and partly Jean Housh and Major because one of our very remarkable remains strong; Bill Bowen students, Eric Maurer, agreed to tutor. talks of how they spend “It was in our weekly meetings (and time reading together—a Eric often was part of them) on a one-topractice that began during one basis that I got a much better therapy to improve their understanding of Major, of his difficulties, and of his incredibly dogged determination.” Gustafson says that Bowen Major Bowen and Jean Housh ended up “at the top of the class in remain good friends and continue terms of effort and hours,” and to read together, a practice that earned a “very creditable 3.0” grade started in rehabilitation. Spring/Summer 2004 enunciation. While her story speaks to the strength she gains from Major, Bill Bowen says that Major thinks Jean is “one of his angels.” It’s clear that Bowen could not have succeeded at Augsburg without the CLASS program and without faculty and staff who became entirely engaged in helping him learn, as they also learned from him. Even outside of class, in one small but significant gesture, President Frame relinquished his reserved parking space to the Bowens so that Major’s shortterm memory loss could not prevent him from always knowing exactly where their car was parked. “Augsburg has been a wonderful experience for me,” says Major. “Each professor has been different, but also the same in being caring, kind, and understanding. They have each also been demanding, requiring me to work hard, complete my assignments on time, to push myself, and to learn the subject matter. Professor Don Gustafson worked with me extensively to become more self-reliant, to trust myself, to think, and to respond. I can never thank him enough.” ■ 19 A M A J O R I N S P I R AT I O N I owe my life to a young m a n n a m e d M a j o r. H e is a guy I’d only heard about in the neurosurgeon’s office. I was being examined and scheduled for brain surgery. But I had the luxury of setting a surgery date, calling family to Minneapolis to help out and bracing myself beforehand. Major, however, did not. According to my neurosurgeon, the 17-year-old hockey player was nearly brain dead the January night he was brought to Children’s Hospital. Imagine playing goalie for your hockey team and near death one day later. I couldn’t. … Eager to read all I could about my condition or anyone else who’d experienced it, I combed back issues of the Minneapolis Star Tribune sports section at the library until I found it. There it was in bold type across five columns of the January 9, 2001, sport page. ‘Blake Goalie Faces Surgery for Brain Tumor.’ Edward “Major” Bowen was his name and his story would change my life. … I wish I could say my surgery was easy. Although I did not feel a thing, my family and friends suffered greatly. It is only through God’s grace and mercy that I am here. … One cold March day [at Sister Kenny Institute], I saw the name Major Bowen handwritten on a label of a headrest on a wheelchair. Could it be the same Major Bowen? I wondered aloud to [my husband] Allen. If he’s here, I have to meet him. After all, he is the reason I went ahead with my surgery. I asked Matt, my OT therapist, if that was Major Bowen, the hockey player. Yes, it was, but due to confidentiality concerns, I couldn’t just walk up and start talking. Matt had to arrange it for us after getting Major’s parents’ approval. The next day, I was introduced to Major, and his parents, Bill and Pat. … The common denominator between Major and me was the same colloid cysts in our brains. A rare and benign tumor, colloid cysts reside in the third left ventricle and restrict the flow of cerebral spinal fluid. In my case, it caused considerable swelling and chronic headaches. by Jean Spielman Housh Major, however, experienced no warning signs or headaches. … After six weeks in Children’s Hospital, Major was released to the Sister Kenny Institute for therapy and rehabilitation. That’s where our paths finally crossed. I was a bit tentative about meeting him. I was concerned his parents might measure me against their son’s progress. Boy was I wrong. I have never been so warmly received. Behind Major’s wheelchair in the computer lab at Sister Kenny Institute, Major’s dad, Bill, shook my hand and thanked me for initiating our meeting. “It’s nice to know someone who had the same surgery as Major and who’s come out so well,” he told me. I tried to tell him that his son was my inspiration. Tears rolled down my face and I couldn’t get the words out. “I cry a lot,” I told him. He smiled, knowing exactly what I meant. Around the corner came Major’s mom, Pat. Awkwardly I began my story again. Lost in my tears were all the words I’d hoped to say. Words like ‘thank you for your son. Thank you for being such loving parents. Thank you for giving me this opportunity to meet my life’s inspiration.’ … During a follow-up visit last year, Dr. Nagib’s nurse practitioner, Therese O’Fallon, told me, “One day, maybe not soon, but one day, you’ll look back on this surgery experience as a gift. Some good will have come from it.” Brain surgery—a gift? Yeah, right. I brushed it off. But today, more than two years later, I’m beginning to see what she means. God has given me a gift of true inspiration in Major. Through him and my surgery, I’ve learned patience, determination, and what family really means. Today, the balance of good days and bad days clearly tips toward the positive. I’ve recovered most, if not all, of my short- and long-term memory. Although, I still lose my car in the Target parking lot and often have trouble remembering how many strokes I had on the golf course. Major and I read Lance Armstrong’s book It’s Not about the Bike last summer. We read it aloud to one another to improve our enunciation. Armstrong’s story of victory over cancer and winning the Tour de France is an inspiring and powerful one. But one no less inspiring than Major’s story of faith, courage, and strength. Jean Spielman Housh is a writer and wife of Augsburg regent emeritus Allen Housh. 20 Spring/Summer 2004 F R O M F L ATA N G E R TO A U G S B U R G : A C E N T U R Y A PA R T by Betsey Norgard THE SMALL coastal town of Flatanger, Norway, has sent two students to Augsburg College, almost exactly 100 years apart. While Ingwald Rosok may not have received a diploma in the spring of 1895 when he left Augsburg, Monica Dahle marched proudly across the stage in spring 2004. Dahle is a senior at Molde University College in central Norway and came to Augsburg as part of International Partners. This program, based on reciprocal agreements between Augsburg and European institutions that offer the equivalent of bachelor’s degrees, allows students from both Europe Norwegian student Monica Dahle stands in front of Old Main, built just three years after Ingwald Rosok, another student from her hometown, attended and Augsburg to take part Augsburg. of their study program at Ingwald Rosok, who attended partner schools. This preparatory class at moved to Arizona and lived there the rest Augsburg in 1894-95, left his enables them to Augsburg Seminary for of his life. small village of Flatanger 100 experience studying years before current student nearly five months until his Although Rosok’s mother was from Monica Dahle. abroad without money ran out. the Sverdrup family, there is no apparent interrupting or delaying In his memoir, Retrospect, Rosok tells close connection to Georg and George their studies. of wanting to go to school and learning Sverdrup, Augsburg’s second and fourth Because of International Partners and about Augsburg from a Norwegian grocer presidents, respectively. the scholarship that participants receive, in Minneapolis. He describes Augsburg’s When Dahle arrived at Augsburg last Dahle chose to come to Minneapolis and location as “in the block between Seventh winter, she recognized Old Main from Augsburg. When she began researching and Eighth Streets, and between 21st and photos she had seen in a history book. information about Augsburg, to her 22nd Avenues South.” He lists the faculty She was one of 34 Norwegian students in surprise and excitement she discovered a that year as six professors. book about Ingwald Rosok, also from Rosok did not want to be a minister Flatanger. He had come to the U.S. in Photo of Ingwald Rosok from Retrospect: An and chose to study engineering at the 1891, worked at a number of jobs in the Autobiography, by I. A. Rosok, edited by O. M. University of Minnesota instead of Norlie, copyright 1957 and printed by Lund Press, Upper Midwest, and attended the second returning to Augsburg. He eventually Minneapolis. Spring/Summer 2004 21 A C E N T U R Y A PA R T International Partners during the academic year, and took social work courses. For her internship, she learned about an agency in downtown Minneapolis offering a needle exchange program, and applied to work there. Her tasks included meeting with drug addicts, homeless people, and prostitutes—work and issues she had never encountered. “I learned so much,” Dahle said, “about nonjudgemental attitudes, about how to treat clients, and about the U.S.” She had not expected the level of culture shock she experienced. Her biggest challenge was language. Dahle said the people who came there often used street slang, but that she simply asked them what it meant. She loves to work with people, and dreams of finding similar ways to work with drug addicts in Norway. During spring semester, two events stood out for Dahle as highlights. In February, when Augsburg hosted the Peace Prize Festival for schoolchildren, she was one of two Norwegian students who greeted and escorted special guests Gro Harlem Brundtland, former prime minister of Norway and director general emerita of the World Health Organization; and Knut Vollebæk, Norwegian ambassador to the U.S. 22 The second highlight was participation in Augsburg’s commencement ceremony. In Norway, college graduates are hosted at a dinner, but without the pomp and circumstance of an American ceremony. Because of the reciprocal agreements between colleges, International Partners students are granted special permission to participate in Augsburg’s graduation. EXCERPTS FROM Monica Dahle (right) and Beate Fjellanger (second from right) greeted Gro Brundtland, former Norwegian prime minister, and Knut Vollebæk, Norwegian ambassador to the U.S., at the Peace Prize Festival in February. “It was amazing, with all the people there,” Dahle remarked. “It’s a really big deal, and I’ve seen it on TV.” Her cap and gown went back to Norway with her as mementos. Dahle has her four-hour final exam to finish at Molde University College. Then she hopes to work for a year or so before possibly returning to the U.S. and Augsburg for a master’s program. ■ RETROSPECT: AN AUTOBIOGRAPHY By Ingwald Andreas Rosok Edited by O.M. Norlie; copyright 1957 by I.A. Rosok. Minneapolis: Lund Press, Inc. 16 ATTENDING AUGSBURG We called on the Norwegian grocer. He advised me to go to Augsburg Seminary, which, at that time, was not only a theological seminary but also a college and an academy. It was a Norwegian Lutheran church school and was located in the block between Seventh and Eighth Streets, and between Twenty-first and Twenty-second Avenues South. I went there, and they took me and accepted my check without any question. … As already stated, Augsburg Seminary had three departments: The Preparatory (Academy) Department which took two years to finish; the College Department which took four years, and the Theological Department which took three years, a total of nine years. When this was completed one was ready to be ordained as a full-fledged Lutheran minister and to be assigned to some congregation as its pastor. The professors that year were: George Sverdrup, president; Sven Oftedal, vice president; John H. Blegen; Edward Hovde; J.L. Nydahl and T.S. Reimestad. When I told them what previous schooling I had had, I was assigned to the second preparatory class. It was a very good school and I enjoyed it very much. It certainly was much better for me than working in the woods in Wisconsin. I studied very hard, never missing any classes and spending all my waking hours in my room doing my homework. I started school at Augsburg Seminary December 7, 1894 and attended until April 13, 1895 when my money was all gone. Spring/Summer 2004 SEEING ABILITIES instead of disabilities Seeing the abilities of people rather than their disabilities has given Cilje Nybord Mosand a dream and a plan, which she has taken back to her native Norway this summer. Mosand, a social work student in the International Partners program at Augsburg, interned during the spring at a non-profit organization called Interact Center for the Visual and Performing Arts, based in Minneapolis. Interact, a multidisciplinary arts center for adult artists with disabilities, features a large art studio and public gallery, rehearsal and performance space, a fulltime faculty of professional artists, a performing arts training program, and a theater company. Mosand was so impressed with Interact that she hopes to start a similar organization in the Scandinavian countries. “We have nothing like this in Norway,” Mosand said. “This has been such a wonderful experience. You don’t see the disabilities of these people, rather the abilities they possess.” During her internship, Mosand assisted the professional artists who work with the disabled artists in all aspects of the theater, from writing the script and by Judy Petree music, to acting. She even took part in the theater performance, playing the part— aptly enough—of a young woman named “Celia,” who is Norwegian. “We really liked having Cilje here,” said Eriq Nelson, performing arts instructor at Interact. “She gave our ‘artists’ individual support and always had time for listening to them. Many times the staff doesn’t have this kind of time.” Nelson added that when Mosand first came, they envisioned her as support staff, doing odd jobs such as filling out paperwork. But, she became so involved with the artists the original plans quickly flew out the door. “We have a large Norwegian population at the center and some have even been to Norway on tour, so they were excited about Cilje being from Norway. She liked being with the artists and they liked being with her.” Nelson said it was also fun to watch Mosand grow during her internship. “We even got her to be a part of the show. It was fun to see Cilje embrace that side of it. She was always willing to do whatever was needed to be done. She’s missed.” Actually, this is not Augsburg’s first encounter with Interact. A few years ago, education professor Susan O’Connor Top photo: At Interact, Cilje Mosand supported and worked with artists with disabilities, and joined them to perform in their production. Spring/Summer 2004 introduced Karl-Johan Johansen, an instructor from Sør Trøndelag University College in Trondheim, Norway, and Per Frederiksen, with PROFF, an organization serving people with disabilities, to Interact while they were visiting Minneapolis. As a result of that visit, Johansen and Frederiksen secured funding in Norway for a group from Interact to travel to Norway and Denmark to give performances. The artists that went on this tour were the same ones who formed a bond with Mosand. “What fascinated me about Interact is it’s so diverse,” Mosand said. “The mix of people from a rainbow of ethnic, age, and disability groups gives one the impression of being in an inclusive Garden of Eden.” The artists help the community understand that gifts are given to all people, Mosand said, and that vision is not lost nor even impaired by a disabling condition. “There are no superiors, inferiors; no staff versus clients. There is only the collegial mix of diverse people who are all focused on the same goals—the creation of beauty, the making of art.” ■ Judy Petree is media relations manager in the Office of Public Relations and Communication. 23 A QUICK CONNECTION PROM DRESSES TO by Judy Petree Stephanie Quick’s passion for working with children and youth, especially those who struggle with lives of poverty and abuse, has taken her to a place far from her Midwestern roots in Mendota Heights, Minn.—to Nome, Alaska, a place so beautiful it’s hard to imagine life could be anything but ideal. Quick, a 2001 Augsburg graduate with a major in youth and family ministry, is currently working on a four-year Master of Divinity degree at the Lutheran School of Theology in Chicago. She is in year three of seminary, which consists of an internship. Beauty surrounded by poverty The road to Alaska and her internship at Our Savior’s Lutheran Church in Nome came after she was accepted into a special ELCA program called Horizon. This program offers 22 unique internship sites across the world, including cross-cultural ministry, mission start congregations, and others at rural, urban, and international sites. Quick said that many of these sites, including her current one, cannot afford a second pastor, and provide excellent learning opportunities. Quick said Nome is a beautiful place, surrounded by ocean and tundra. She has seen wildlife from bears to reindeer to seals, eaten a variety of Eskimo foods including Eskimo ice cream (berries mixed with reindeer fat), muktuk (whale blubber), black meat (seal), reindeer, caribou, dried fish, greens, and herring eggs. But, she added, the stark reality is that all of this beauty surrounds a town plagued by alcohol abuse and poverty. “While this town of 3,000 people is in a unique setting, it is also very sad. You can find only two small grocery stores, yet the street is littered with bars and liquor stores. Alcohol abuse is a terrible factor in the community.” In fact, Quick said, it has gotten so bad that alcoholism in Nome and surrounding villages has nearly Above: Stephanie Quick, Class of 2001, is destroyed the Native American (Eskimo) traditional lifestyle. “Sadly, as a pastor, you hear using her seminary internship to work with many stories of family violence, sexual abuse, young people in an impoverished Nome, and substance abuse. There is so much tragedy here it is almost unbelievable.” Alaska church. She brought joy to the high Quick is called to many areas while serving school girls there, as 60 prom dresses she as an intern pastor. Some of her duties include preaching, leading worship, teaching, pastoral collected from family and friends back counseling, home visitations, serving as home were donated for Nome’s big dance. chaplain at the local jail, eating lunch with elders at the senior citizen’s center, and holding 24 Spring/Summer 2004 worship service at the nursing home. However, there is one area where her passion is strong. Quick is concentrating her efforts on working with youth in Nome, even starting a youth group at the congregation, which now draws more than 25 youth. “I have formed some pretty strong connections with some of the high school girls,” Quick said. “These girls have confided a lot of things to me. Recently they told me they couldn’t go to the prom because they couldn’t afford a dress.” While the town is plentiful with bars and liquor stores, Quick said there is not a clothing store to be found. The only way for these girls to get a dress would be to spend $343 on a plane ticket to Anchorage or make a dress. “None of these girls can afford a prom dress let alone fly to Anchorage to buy it. And many of the girls are being raised by their grandparents who just don’t have the time to make a dress.” Quick came up with an idea and she quickly enlisted the help of her sister, Rachel, who is a junior at Augsburg; her parents; and her hometown congregation, St. Stephen’s Lutheran Church in West St. Paul. “I thought, well, I still have my prom dresses, so I called up my mom and asked her to send them here. Unfortunately, she had just given them away to the Goodwill, but my sister, Rachel, still had hers.” Rachel was more than happy to not only ship her prom dress to Alaska, but to send out a campuswide e-mail asking others for their dresses and other prom accessories, such as shoes and purses. When Quick’s pastor at St. Stephen’s found out what she was doing, he made an announcement in church. Her plea was so successful, she received 60 dresses, the majority coming from Augsburg and St. Stephen’s Church in West St. Paul. After the shipment arrived in Nome, Stephanie Quick opened up a “Prom Shop” in the church basement. The ladies’ sewing circle at Our Savior’s Church volunteered to make alterations on the dresses. Quick said the girls were Spring/Summer 2004 “thrilled” with the dresses. “I’m really proud of my sister,” Rachel said. “She is such a kind person and she’s really grown attached to these girls in Nome. She was able to give them something we take for granted—a pretty dress and a really special night.” Quick said she wanted to do this for the girls “simply because I care about them, and feel that their opportunities shouldn’t be limited just because of their finances.” Reaching out Quick followed her passion and calling one step further when she volunteered to travel to a remote village in the wilderness, without running water or plumbing. She spent 10 days in a place called Shishmaref, a tiny island Eskimo village located 20 miles south of the Arctic Circle. The village is entirely Lutheran and is the northernmost ELCA congregation. Most people there still speak their native language of Inupiaq. Quick said the pastor there had resigned in the fall, and it has been difficult to even get an interim pastor, much less a permanent pastor. It is a very rustic place with honeybuckets for toilets and Ladies in Our Savior’s Lutheran Church snow or rainwater for volunteered their time to alter the drinking water. The only donated dresses for the girls. place to shower is at the “washeteria,” which costs money, she added, so obviously people don’t shower much. The roads are all dirt and the houses are primitive. Children, she said, run around very dirty, many visibly with lice. The town is filled with flies, and garbage and raw sewage leak from bins. “It looked straight out of a ‘Save the Children’ commercial,” Quick said. “It was a moving experience just driving down the street.” The only modes of transportation, she added, are fourwheelers; snowmobiles, which the Alaskans call snow machines; and dog sled teams. “I had some amazing visits with the people there,” Quick said, “including a group of elders who showed me some of their sewing. It was a neat experience sitting on the floor watching the Eskimo women sew things like slippers, mukluks, and Eskimo yo-yos out of seal 25 A QUICK CONNECTION TO PROM DRESSES skin and reindeer fur.” Quick’s love and passion for children took center stage there as well, in this remote village. She said the children were excited to see her and she organized many youth activities for them, including baking for elders and confirmation classes. Some days there were more than 50 children that showed up in the basement of the parsonage, which is used for a youth center. “We had a Sunday School turnout of 75 children which is great considering there are only 600 people in the village.” The church services were similar to the ones she helps out with in Nome, part of it being in their native language and part in English. “I have to brag a little that I’m doing quite well on the Inupiaq. The elders tease me that I am becoming an Eskimo!” Quick said because of the lack of a pastor or interim pastor, she was given special permission by the bishop and seminary to administer the sacraments. She presided over Holy Communion and performed her first baptism. The baptism, she added, was especially moving. “I had asked a woman in the congregation to present the candle and recite a special verse. She has cerebral palsy and told me she has trouble reading, so when she came up, she had the verse memorized. It was moving and a true moment of grace.” Augsburg’s transforming education Quick credits the encouragement she received from faculty and staff in the religion department while she was a student at Augsburg for steering her toward the path she is now following. In particular she remembers a lecture she heard about being called to serve God. “I still remember that lecture, and that confirmed my call from God. I began to look for a place to serve the church and I felt not only an internal call to the ministry, but an external call to serve God.” Quick said she wasn’t sure at that point what direction in ministry she wanted to pursue, but she loved the Youth and Family Ministry program and being involved in Campus Ministry, so that excited her about ministry with families. Quick will return to Chicago in the fall to finish her education. Where she will go from there is still a question, but she has many goals, one being a pastor in an inner city church working with families, children and youth; another opening an orphanage or working at an existing one, perhaps in Thailand; or even teaching religion, “especially if it was at Above: A stitch here and there to the Augsburg!” donated dresses made the high school “The education I received at Augsburg helped shape my life in a very positive way. Augsburg girls feel like queens of the prom. helped me realize that all things are possible through God.” ■ Judy Petree is media relations manager in the Office of Public Relations and Communication. 26 Spring/Summer 2004 Students celebrate after receiving their honors cords from academic dean Christopher Kimball at the Honors Convocation on Friday, April 30. The Augsburg Chamber Orchestra performs at the Commencement concert on Friday, April 30, which featured solos by each of the four 2004 Concerto Aria winners: Miya Kunin ’04, violin; Maja Lisa FritzHuspen ’04, soprano; Nicholas White ’05, bass; and Keely Holcomb ’04, soprano. DR. SHIRLEY ANN JACKSON DELIVERS COMMENCEMENT ADDRESS A graduate pays homage to her home state by taping a cutout of Texas to her mortarboard. Dr. Shirley Ann Jackson, president of the Rensselaer Polytechnic Institute in New York, spoke at the 2004 Augsburg College Commencement ceremony Saturday, May 1. It is said that Jackson has a “career distinguished by many historic firsts.” Jackson, a theoretical physicist, holds a Ph.D. in theoretical elementary particle physics from M.I.T. and an S.B. in physics from M.I.T. She is the first AfricanAmerican woman to receive a doctorate from M.I.T., and is one of the first two African-American women to receive a doctorate in physics in the United States. Jackson is also the first African-American to become a commissioner of the U.S. Nuclear Regulatory Commission, and is now the first woman to lead a national research university. Jackson has held senior positions in government, as chairperson of the U.S. Nuclear Regulatory Commission (NRC); in industry and research, as a theoretical physicist at the former AT&T Bell Laboratories; and in academe as a professor at Rutgers University. While at the NRC, Jackson represented the United States as a delegate to the General Conference of the International Atomic Energy Agency in Vienna, Austria. Among the number of professional organizations Jackson belongs to, she is president of the American Association for the Advancement of Science and a member of the National Academy of Engineering. She is also a Fellow of the American Academy of Arts and Sciences, and the American Physical Society. Visit <www.rpi.edu/web/President/profile.html> for more information about Dr. Shirley Ann Jackson. Barbara Lehmann, assistant professor of social work, hugs a student during the procession from Foss Center to Melby Hall. 28 Spring/Summer 2004 COMMENCEMENT 2004 COMMENCEMENT ADDRESS URGES EXCELLENCE, LEADERSHIP, AND COMMUNITY Dr. Shirley Ann Jackson, president of the Rensselaer Polytechnic Institute in New York, delivers the keynote Commencement address. Lois Bosch, associate professor of social work, places a master’s hood on a Master of Social Work student. Barbara Forshier, Weekend College Class of 2004 representative, addresses the crowd at the Commencement ceremony. Spring/Summer 2004 Following are excerpts from Dr. Shirley Ann Jackson’s Commencement address; read the complete address at <www.rpi.edu/web/President/speeches/augsburg.html> … A simple message from my own father has always motivated me. … He always would say to us: “Aim for the stars, so that you will reach the treetops, and at any rate, you will get off the ground.” In other words, if you do not aim high, you will not go far. He also believed that it was important to help somebody else along the way. I have taken my father’s advice throughout my career, and woven it into a common thread with three basic strands. They are excellence, leadership, and community. It was Aristotle who said, “Excellence is an art won by training and habituation. We are what we repeatedly do. Excellence, then, is not an act but a habit.” After all, if you are going to spend precious time doing something, why not do it well? And, when you do things well, it becomes your habit. Secondly, leadership is a fundamental responsibility we all own. … Leadership encompasses a clarity of vision, an understanding of the broader context, as well as the articulation to share that vision with others. It takes perseverance, and requires very hard work, but an effective leader sets an example by working hard, by being ethical, and by inspiring others to do the same. … The final strand is community. What I mean by community also might be termed inclusiveness. In the global community in which we live, inclusiveness is key, because it is the estrangement of individuals, or of groups, or of peoples, or of nations that is responsible for the divisiveness that haunts us—that makes the world a more dangerous place. … Optimism also is part of my father’s legacy. As a result, I am determinedly optimistic about the future. Optimism and hope are contagious. … Indeed, it is a force for change, and it can move people to take positive action. … So, give generously. Aim high. Lead with your gifts. Stay positive. Look forward. Do not be discouraged. Lead with optimism. Challenge yourselves. Find joy in everyday life. If you do all of these, I am confident that you can lead us to a future of peace, a future of greater safety, security, and health for all—a future in which hope prospers, and love and service guide us. Now is your time. Be that future, and you can change the world. Three graduates smile for the camera during the ceremony in Melby Hall. 29 Gregory McKusky, who received a B.A. in physics, joins family and faculty in Murphy Park after the Commencement ceremony. A graduate poses for a picture following the ceremony. THE AUGSBURG COLLEGE 623 Candidates for graduation 347 Day program candidates 152 Weekend College candidates 83 Graduate program candidates (12 Master of Arts in Leadership, 30 Master of Social Work, 14 Master of Arts in Nursing, 24 Master of Science in Physician Assistant Studies, 3 Master of Arts in Education) 33 Rochester program candidates 8 10 Jennifer Hagen, who graduated with a B.S. in chemistry, relaxes with friends. CLASS OF 2004 19-64 United Hospital candidates Countries represented (China, Colombia, Republic of Korea, Laos, Liberia, Mexico, Mongolia, Norway, Spain, Taiwan) Age range of graduates in the Class of 2004 MASTER OF ARTS IN NURSING—CLASS OF 2004 A grad poses with her family after receiving a bouquet of roses. 30 The Master of Arts in Nursing program celebrated its third class of graduates. Here, graduates and faculty posed for a picture following the ceremony. Spring/Summer 2004 COMMENCEMENT 2004 The 135TH YEAR of Augsburg College THE CLASS OF 2004’S OLDEST AND YOUNGEST EDUCATION HAS NO AGE LIMIT ABBEY PAYEUR, AGE 19, OF CHAMPLIN, MINN., AND MARYANN KINNEY, AGE 64, OF ROCHESTER, MINN., ARE THE YOUNGEST AND OLDEST OF AUGSBURG’S GRADUATING CLASS OF 2004. PAYEUR ALREADY HAD A TWO-YEAR COLLEGE DEGREE WHEN SHE FINISHED HIGH SCHOOL BACHELOR’S AND DEGREE COMPLETED IN A ELEMENTARY EDUCATION AT AUGSBURG IN TWO YEARS. SHE PLANS TO TEACH AND RETURN LATER FOR GRADUATE SCHOOL. KINNEY HAS BEEN A STAFF NURSE AT SAINT MARYS HOSPITAL IN ROCHESTER FOR MORE THAN 25 YEARS AND DECIDED TO SEEK A MASTER’S DEGREE IN NURSING. SHE HAS NO PLANS TO RETIRE SOON, BUT WANTS TO SERVE PEOPLE WITH LOW INCOME AND HOMELESS POPULATIONS. Spring/Summer 2004 By some accounts, at age 64, Maryann Kinney should be making plans for her retirement. Would she like to travel? Spend more time with friends? Instead, she walked down the aisle of Augsburg’s gymnasium in Melby Hall, adorned in cap and gown. Kinney graduated with a Master of Arts in nursing degree and isn’t considering leaving the workforce anytime soon. “I probably should think about my retirement, but I’m just going to keep on going,” she says. This hospice volunteer for the past 18 years has always spent much of her time serving others. A nurse since 1978, she has worked in Appalachia and with orphaned children in Romania. “Nursing is a profession where care is always our key element,” says Kinney. After three attempts at attaining a master’s degree, the fourth time proved to be a charm. She began at Augsburg in the fall of 2001. Kinney was finally able to reach her goal, with the help of a supportive supervisor at Saint Marys Hospital in Rochester, where she currently works, and close attention from Augsburg faculty whom she says, “build on your strengths and work with your weaknesses.” To Kinney, it was well worth the effort. “To keep up with all of the changes that are going on in nursing, you really need an advanced degree,” she says. “Unfortunately, many nurses who get the degree get out of nursing. They go on to get more administrative roles. Augsburg’s program prepares you to stay in nursing. I think most of the students that finish here stay in patient care.” Kinney has a deep appreciation for Augsburg’s commitment to the community and their awareness of the by Jessica Brown broader issues, outside of what just affects the campus. After graduation she would like to do work with povertystricken or homeless populations, areas where she gained experience through her work at Augsburg’s Central Nursing Center, located in Central Lutheran Church in downtown Minneapolis. Kinney was also afforded the rare opportunity to do her clinical practice in London, England, at St. Christopher’s hospice under the tutelage of founder Dame Cicely Saunders. Saunders, at age 85, still works at the hospice every day. She was a true inspiration to Kinney and reinforced a desire to work with those less fortunate. Kinney is no less of an inspiration in her own right, “I carry a bag of dirt in my pocket. I have for a long time. I like to keep it with me to remind me to always stay ‘grounded’,” she says. Often when others around her seem to be feeling overwhelmed she will share her secret—“I take it out of my pocket and everyone knows that they have to get grounded.” At the very least it offers those around her a moment to pause and smile. Kinney is grateful to Augsburg for helping her achieve her goal, “I think Augsburg is awesome. Not only are the school, the classes, and the professors great, but I was also really impressed with the students. I can’t believe how nice they are,” she says. “The greatest gift one can give to another is a chance. That is what Augsburg did for me. It is almost impossible as a staff nurse to have one’s educational needs met. Augsburg went that mile.” Jessica Brown is a communication specialist in the Office of Public Relations and Communication. 31 COMMENCEMENT ON THE FAST TRACK TO A CAREER IN TEACHING At a time when many 19-year-olds are still early in their adventures in higher learning, Abbey Payeur is completing that adventure and embarking on a new one. Payeur, of Champlin, Minn., got on the fast track and never jumped off. She enrolled in the Minnesota Post Secondary Enrollments Option program (PSEO) at the age of 15. The PSEO program allows high school juniors and seniors to take courses for credit at public and private postsecondary institutions while still in high school. Payeur decided to take full advantage of the opportunity before her and enrolled full time at North Hennepin Community College (NHCC). Because of her young age, she had to be driven to her first year of college courses by her mother. Thus, her final two years of high school were spent away from the Champlin Park schools where she’d began. “Mostly I wanted more independence, more choices in the classes I was free to take, more of a challenge,” says Payeur. When she participated in graduation ceremonies at Champlin Park High School in spring 2002, she already had an Associate of Arts degree under her belt from NHCC. Payeur always had a passion for 32 by Jessica Brown learning, and a decision about her learning after high school was an easy one. She went to a guidance counselor and asked about the better schools for elementary education. “I love school and I think I can reach the kids like me [that love school] and also the kids that don’t like it as much,” she says. “I just want to let them know how much your life can change if you choose to do well in school.” Augsburg College was at the top of the recommended list, and after an initial interview with Professor Vicki Olson, it seemed like a good fit. Payeur decided the small class sizes and the personal relationships you make with the professors was what she wanted. Payeur enrolled at Augsburg in the fall of 2002 at the age of 17. Being the youngest in class periodically posed certain challenges. “Sometimes people in class didn’t give much credit to what I would say because I was ‘just a baby,’ ” says Payeur. Very quickly, however, after the other students got to know her, she was on the same playing field as everyone else. Sometimes her youth and experience were advantages in the classroom. “There was a discussion about the Minnesota Graduate nursing student Maryann Kinney reminisces with Tony Bristo about experiences in England at Augsburg’s Central Nursing Clinic at Central Lutheran Church in downtown Minneapolis. 2004 graduation standards—profiles of learning,” Payeur says. “The other students were debating them but none had ever experienced them. I was actually in school when those were in place, and so I had a unique perspective that could add to the class.” Payeur graduated Summa Cum Laude from Augsburg with a Bachelor of Arts degree in education and marched with her fellow classmates in the Commencement ceremony. In August she begins her student teaching at Oxbow Creek Elementary School in Champlin, where she lives with her husband, Micah. The next step for Payeur is looking for a permanent teaching position. After that she says, “I may return to Augsburg to complete a minor in special education or get my reading specialist certification, and eventually I would like to get a master’s degree, but I want to teach in the classroom for a while first.” Whatever she decides to do, even Payeur has to agree that she has plenty of time. Jessica Brown is a communication specialist in the Office of Public Relations and Communication. Abbey Payeur, at 19 years old, is the youngest Augsburg graduate in the Class of 2004. With an elementary education degree, she aims to teach full time and then consider graduate school. Spring/Summer 2004 SHARING A PASSION FOR SOCIAL JUSTICE by Keme Hawkins and Judy Petree Though this group of five social work students came from very different walks in life, together they discovered how their shared passions and compassion for each other helped them succeed. Throughout the past two years in Weekend College, as they faced a variety of challenges and demands on their personal and academic lives, collectively they supported each other to achieve their highest potential as students and successful graduates. Vernona Boswell, Lymoua Mouacheupao, Darin Rowles, Sophia Thompson, Matthew Thornhill, and Geralyn Williams all entered the social work program together, and on May 1 they graduated together. “They discovered that they share the passion for social justice and service to others that is the hallmark of Augsburg College,” said Tony Bibus, associate professor and social work department chair, about the group’s commitment. Three of the students shared their stories. LYMOUA MOUACHEUPAO enrolled at Augsburg after her husband lost his battle with liver cancer and left her to raise four sons. Going back to school was her way to deal with grief. “I needed a sense of meaning in life,” Mouacheupao said, and she appreciated the shared common bond of family responsibility felt in this group. GERALYN WILLIAMS came to Weekend College in 1997 after having gone in and out of college programs at other institutions for 15 years. Not sure what she wanted to do, she left school and worked at an office job, but never let her desire to finish college fade. When she finally started looking at schools Spring/Summer 2004 First row (L to R) Lymoua Mouacheupao, Matthew Thornhill, Second row (L to R) Geralyn Williams, Darin Rowles, Vernona Boswell, Sophia Thompson. again, it was the weekend program that attracted her to Augsburg. DARIN ROWLES began taking courses at Augsburg through the postsecondary program during his senior year in high school. He completed his freshman year at Augsburg until family issues, chemical abuse, and other difficulties forced him to drop out. In the mid-90s he completed an associate degree, but wanted a four-year degree. “Education has always been very important in my life, and returning to Augsburg had deep meaning to me. It was part of my plan to finish where I had started years ago.” Before Rowles resumed his education, he worked in corporate America at jobs with great pay and amazing benefits, Rowles said, but that were less than satisfying. He also worked at an adult foster home for people living with AIDS. “I found this work to be very fulfilling,” he said. “I knew I had the knack for working with people in need and keeping a level head during difficult circumstances. Social work seemed a good blend of these strengths.” The students found that studying in their cohort drew them together in rewarding ways. Initially, Rowles said he was concerned about spending two years with people who would end up sharing much of their lives with each other. He quickly learned this wouldn’t be the case. “Even though our group represented a diverse mix of race, gender, sexual orientation, age, religion, employment background, and so on, we formed a very close bond, very quickly. Our diverse backgrounds led to lively, informed debates as we moved through our social work curriculum.” Williams said it was comforting at times going into class knowing this would be there. “I knew them well enough to feel comfortable calling them when I needed help or had questions about class assignments. I really appreciated the relationship I have with them.” Besides sharing help with academics, their mutual support was on a more personal level. Rowles said they listened to each other’s difficulties, and when one person was having an especially rough week, others would step in and be more involved with class discussion to lighten the load. “We let each other vent about the bad times and celebrated the good times,” he explained. “I honestly don’t know how I would have survived the past two years without the support of my classmates.” D.J.M. Edwards, social work undergraduate program assistant, said that weekend students often feel they are on their own, and a support group is a great advantage. “Working in a cohort breaks down barriers over time,” he said. “When ideas can flow without impediments the course material really starts to come to life.” This was an unusual group, he said, and definitely worked together as a unit, “We are so proud to have been partners in their educational journeys,” Bibus added. “The social work profession stands to gain mightily as they embark on their careers. The world will change for the better!” Keme Hawkins is a Weekend College communication major. Judy Petree is media relations manager in the Office of Public Relations and Communication. 33 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… I was honored to speak at Augsburg’s 135th Commencement on Saturday, May 1. More than 600 graduating students participated in the ceremony, and of these, nearly 350 were day students and 152 were Weekend College students. In addition, 33 were Rochester program candidates, and 83 received graduate degrees. These figures are in sharp contrast to those of my own Commencement ceremony 20 years ago when Weekend College had just been launched and the Rochester and graduate programs did not yet exist. Needless to say, the College has evolved in many ways over the past two decades. An Augsburg degree not only indicates that the bearer possesses knowledge, but it also suggests that the bearer has the wisdom to face challenges with confidence, integrity, and honor. In fact, as alumni, we have been blessed by the time spent immersed in the Augsburg community and its ethos—i.e., that we mattered and that with a transforming education we could make a positive difference in the world. We have been given an incredible gift. Indeed, this gift reflects the Christian heritage of Augsburg. In Romans 12, Paul writes, “do not be conformed to this world, but be transformed by renewing of your mind, so that you may prove what the will of God is, that which is good and acceptable and perfect.” An Augsburg education does not end with Commencement. Instead, it is the beginning of a journey of continuous renewal. We have been transformed to appreciate that there is joy doing that which one is called to do in service to others. New graduates are now members of the Augsburg Alumni Association. What does it mean to be a member of the Alumni Association? It means staying connected to the College. Check in with us by phone (612-330-1178 or toll free 1-800-260-6590), the Web (www.augsburg.edu/alumni), or via email (alumni@augsburg.edu). Let us know what you are doing. Tell us about jobs, marriages, children, moves, and other achievements. Being an alum also means serving as an ambassador of the College. Without a doubt, many of you are or will be leaders in your communities and people will wonder what makes you shine, and part of that is being an Auggie! Attend events sponsored by the College such as Homecoming and Advent Vespers. Visit former professors. Support the College with financial and service gifts. Finally, keep the College, its students, and its faculty in your prayers. A great mission is being accomplished at Augsburg, of Auggies at the Minnesota State Fair D on’t forget to stop by the Augsburg booth at the Minnesota State Fair Aug. 26–Sept. 6. Located in the Education Building, the booth will feature alumni prize drawings, give-aways, special guests, and more. For schedule information or to volunteer for a four-hour shift at the booth, call Bobbie Chong in Public Relations and Communication at 612-330-1180 or e-mail <chong@augsburg.edu>. 34 Save the date: Annual ice cream social T he annual ice cream social at the Augsburg House will be held Aug. 31. Watch your mailbox for further details, or call Alumni/Parent Relations at 612-330-1178 or e-mail <alumni@augsburg.edu>. Stephen Geffre On behalf of the Augsburg College Alumni Board and Association, I would like to extend heartfelt congratulations to the Class of 2004 on a job well done! which you and I are beneficiaries. The College depends on your support and enthusiasm for this mission. As alumni, these are gifts that we can give back to the school that has given us so much. Again, congratulations to the Class of 2004. Welcome to the Alumni Association and God bless you on the journey you are about to commence! Paul S. Mueller ’84, M.D. President, Alumni Board 2004-2005 Alumni Board meeting schedule A lumni Board meetings for the 20042005 academic year will be held Aug. 17, Nov. 16, Feb. 15, Apr. 19, and June 21. Meetings are open to the public and all alumni are invited to attend. Meetings are located in the Minneapolis Room in Christensen Center at 5:30 p.m. For more information, visit the alumni Web site at <www.augsburg.edu/alumni>, call 612-330-1178, or e-mail <alumni@augsburg.edu>. Spring/Summer 2004 A-Club and AWAC merger unites resources, strengthens fundraising efforts by Rebecca Welle ’05 with contributions by Lynn Mena W hen we hear the word “merger,” we usually associate it with two organizations coming together to achieve a higher goal. This is precisely what the new Augsburg College A-Club is planning to accomplish. As briefly reported in the winter issue of the Augsburg Now, the College’s two alumni athletics organizations—A-Club and the Augsburg Women’s Athletic Club (AWAC)—merged in November. This joint venture provides an even stronger foundation and organization dedicated to supporting the success of Augsburg athletics. The first official meeting of the new AClub was held November 4, and those involved are prepared for the challenge. The Executive Committee of six men and six women has updated the constitution and has also created a critical structure of committees to move the organization forward. These committees address the Athletic Hall of Fame, the annual golf tournament, membership, special events, communications, and finance/fundraising. Augsburg staff liaisons to the A-Club include Jeff Swenson ’79, assistant dean for athletics and recreation, and Heidi Breen, associate director of alumni/ parent relations. Dick “Pork Chops” Thompson ’61, president of the former A-Club, serves as interim chair, and the first A-Club Executive Committee includes: Kathie Erbes ’70 (treasurer), Dustin Froyum ’98, John Harden ’70, Jane Helmke ’83, Mark Hultgren ’82, Dick Kelley ’72 Ron Main ’56, Lisa Nos ’99, Tracy Tomforde ’92, Lisa Trainor ’81, and Tim Wendt ’83. “We are very pleased that this [merger] has taken place and will be even more pleased with the results,” said Thompson. On June 28, the new A-Club successfully hosted its first joint golf tournament—the 41st Annual Clair Strommen A-Club Golf Tournament—at the Pebble Creek course in Becker, Minn. Proceeds from this annual event underwrite various A-Club activities, including the Hall of Fame banquet. Spring/Summer 2004 taken place and are anxious to make a Deep roots and passionate goals positive impact. On the immediate For more than a half-century, the horizon, the new A-Club will be a major Augsburg A-Club has been a vital link for fundraising force for the proposed South the past, present, and future of Auggie Wing expansion of Melby Hall. The athletics. The original A-Club for athletic project is an important and necessary step letter winners was started in 1937 by four in upgrading facilities for all students, of Augsburg’s top student athletes—Ken staff, physical education majors, and Schmit ’38, Jerry Person ’39, Hoyt intercollegiate athletes. Messerer ’39, and faculty adviser Dick “This merger will combine all alumni Pautz ’37. The club is one of the oldest of Augsburg’s 18 sports into a single athletic alumni organizations in the state. advocate, dedicated to the successful Over the years the A-Club has kept tradition of excellence in education, close ties with the College and its athletes recreation, and athletics at Augsburg,” through social, athletic, and fundraising said Swenson. events. The A-Club was instrumental in As a volunteer membership raising money for numerous major organization, the A-Club is dependent on athletic facility improvements, such as the the support and active participation of all Edor Nelson athletic field, the Melby Hall athletic alumni to make it a success. If fitness center and renovation project, the you'd like more information about how annual Hall of Fame dinner and program, you can help Augsburg’s A-Club, contact the Hall of Fame display in the Melby Hall Merry Ross at 612-330-1245 or lobby, locker room improvements, and <rossm@augsburg.edu>, or contact many other projects totaling more than Jeff Swenson at 612-330-1241 or $4 million in value. <swensonj@augsburg.edu>. AWAC was started as an alumni group in 1983 by Helmke to provide female athletes with the same opportunity to stay connected to Augsburg athletics. In 1989, AWAC honored the first women inductees in the Augsburg Athletic Hall of Fame. “This new joint venture is truly the best future for both organizations,” said Helmke. “It unites all resources, talent, and passion into a single cause directed at supporting the success of Augsburg athletics.” Augsburg’s two alumni athletics organizations, A-Club and AWAC, merged in November 2003. Above, Bob Strommen ’74 (center) Thompson, addresses the audience with President Frame and his mother, Helmke, and all Gladys (Boxrud) Strommen ’46, by his side during the Clair members involved said Strommen A-Club Golf Tournament dinner in June 2003. The tournament, the largest yearly fundraiser for the A-Club, was they are excited this renamed in honor of his father, Clair Strommen ’46, in 2002. merger has finally 35 CLASS NOTES Class Notes Gloria (Greguson) Johnson, Minneapolis, left the Golden Valley City Council after 27 years of service. She will continue to work as a substitute teacher in Robbinsdale District 281 schools, as well as to serve on the Golden Valley Foundation, Envision steering and youth committees, and sing in the church choir. 1950 Phebe (Dale) Hanson, St. Paul, published a new book, Why Still Dance: 75 years: 75 poems. Hanson recently read from her book at Kieran’s Irish Pub in Minneapolis after it was chosen by The Rake magazine’s Happy Hour Book Club as a “selection of the month.” 1953 Quentin Goodrich, Port Ludlow, Wash., was elected vice president of the Washington State School Directors Association, an organization of almost 1,500 school directors in Washington. He served on his local school board for over 16 years and has been re-elected for another four-year term. Quentin is also chairman of the School Trust Lands Task Force for his state association. 1956 Richard Thorud, Bloomington, Minn., retired after 34 years with the Toro Company. He was senior principal research engineer and holds 52 patents. 1957 Lois (Kolden) Larson lives with her husband, Donald, in Seaside, Ore., a small tourist town on the northern Oregon coast where Donald is mayor. 36 The Larsons can be contacted at <larsondonlo@harborside.com>. 1958 Doris (Johnson) Deml, St. Cloud, Minn., received the Ray Johnson Distinguished Service in Senior Housing Award, given annually through the Minnesota Health and Housing Alliance to one recipient in Minnesota. Doris is director of operations at Clearwater Suites, an assistedliving facility in Alexandria, Minn. 1966 Judith Engle Christenson Kerr, Cornucopia, Wis., graduated from Luther Seminary with a Master of Arts in Doctrine and Theology in May 2003. She is pursuing her M.S./Ph.D. in distance learning from Capella University. She can be contacted at <jkcorny@yahoo.com>. Daryl Kosloske, Winston-Salem, N.C., is president and CEO of Behavioral Health Resources, Inc. (BHR), which manages health and substance abuse benefits for health plans and self-insured employers in North Carolina. Daryl was previously vice president of behavioral health services for NovantHealth. He received his M.S.W. from the University of Denver. His wife, Hilary, is a stockbroker and the couple has two daughters, ages 11 and 16. ordained in March 2000. He continues to coach volleyball at Grand Meadow High School, and was inducted into the Minnesota Volleyball Coaches’ Hall of Fame in November. 1968 Jan Pedersen Schiff, Mill Valley, Calif., received the Milley Award for creative achievement in the arts, presented by the Mill Valley Art Commission. She is the artistic director and founder of Singers Marin, a non-profit organization of choruses for youth and adults. Wayne Hansen, Cheyenne, Wyo., is director of the Cheyenne Frontier Days Old West Museum and the Cheyenne Depot Museum. His wife, Lois B. Hansen ’69, is a quilter and artist and also sings with the Capital Chorale in Cheyenne. The couple recently celebrated their 35th wedding anniversary. 1971 Bessie Hughes, Minneapolis, was included in an article in the winter 2003-04 issue of Minnesota History magazine that featured her husband, Solomon Hughes, who before his death in 1987 was a top Minneapolis-based golf professional. The article investigated his 1948 battle with the then “white-only” PGA when he attempted to enter the St. Paul Open tournament. 1973 William Payne, Mendota Heights, Minn., was named an assistant professor in Metropolitan State University’s College of Professional Studies, where he coordinates the alcohol and drug counseling major and teaches undergraduate courses in alcohol and drug counseling, chemical dependency counseling, and dual disorders. William came to Metropolitan State University in 2000; he previously taught in the INTERNATIONAL ALUMNI Courtesy photo 1948 1967 Rev. Ron Prigge, Racine, Minn., is a pastor at the dual parishes of Immanuel (Racine, Minn.) and St. John’s (Sargeant, Minn.) Lutheran churches. After teaching and coaching (football, wrestling, and volleyball) for 30 years, he enrolled at Concordia Seminary, St. Louis, Mo., and was Nohn Rebecca Kidau ’88 currently resides in Monrovia, Liberia, where she assists the deputy minister for special projects at the Ministry of State for Presidential Affairs. Spring/Summer 2004 ALUMNI PROFILE by Rebecca Welle ’05 When the Rev. Dr. Ben H. Coltvet ’66 toured with the Augsburg Choir to Berlin in 1965, little did he know that he would eventually return to Berlin as a pastor at the American Church in Berlin (ACB). Courtesy photo Rev. Dr. Ben H. Coltvet ’66: Pastoral call leads to Berlin Coltvet is currently serving as pastor of the ACB, where he and his wife, Margit, reside. He and Margit found their way to Berlin through the Division for Global Mission (DGM) of the Evangelical Lutheran Church of America (ELCA). “It was in the interview process and selection process for working with DGM that a call was extended to us to serve in Berlin,” said Coltvet. The ACB is an independent church that has close relationships with the ELCA, the American Foreign Christian Union (AFCU), the Association of International Churches in Europe, the Middle East, Africa, and the Evangelische Kirche in Berlin-Brandenburg. Coltvet graduated from Augsburg with a B.A. in biology and a minor in political science. “I was going to be a funeral director,” Coltvet said, but “instead ended up going to the Luther Theological Seminary in St. Paul.” Courtesy photo At Luther, Coltvet received a Master of Divinity degree and then went on to attain a Certificate of Supervised Training in Marriage and Family Therapy from the University of Pennsylvania. Later, he received a Doctor of Ministry degree from Eastern Baptist Theological Seminary in Philadelphia in Marriage and Family Care. During his time at Augsburg, Coltvet served as president of the Augsburg Choir, president The Rev. Dr. Ben Coltvet ’66 and his wife, of Student Christian Fellowship, and Margit, reside in Berlin, Germany, where was involved in Men’s Senate. It was at Coltvet serves as pastor of the American Augsburg that Coltvet met Margit. Church in Berlin. After two years at Augsburg, Margit transferred to Cornell University for a degree in nursing, and in 1968 they were married. The members of the ACB come from more than 15 Christian denominations and more than 30 different nations. They are united by three commonalities, which include their Christian faith, the English language, and the spirit of tolerance that appreciates and rejoices in the difference. The congregation consists of nearly 280 attending members with an average Sunday attendance of 175 worshippers. Their congregation has been welcoming worshippers to Berlin since the mid-1880s and has ministered to an estimated 1,250 members and countless visitors seeking a spiritual home in the past 25 years. The location of the ACB holds great significance, Coltvet said, not only because of the city it is in, but also because of the building itself. The importance of the city of Berlin has to do with its “unique physical location, its historically symbolic importance, and its current political importance,” Coltvet said. Because of this, “ACB recognizes a compelling need to play a Christian role in building bridges across diversity in the city.” Coltvet and his wife enjoy living in Berlin and have an avid interest in traveling, as they have ventured to Romania, Slovakia, the Czech Republic, Kenya, Cameroon, Tanzania, England, Hungary, Austria, and Italy all in the last few years—much of this travel being work related. The Coltvets have five grown children and four grandchildren who are scattered throughout North America. Their youngest daughter attends graduate school at the Cleveland Institute of Music in Cleveland, Ohio, for violin performance. The American Church in Berlin, where the Rev. Dr. Coltvet ’66 serves. Spring/Summer 2004 This October, the Alumni Association tour to Germany and Eastern Europe will feature a special worship service with Coltvet at the ACB. 37 Class Notes Phil Lundin, Apple Valley, Minn., was named the 2003 National Coach of the Year by the U.S. Track Coaches Association. Phil, who is the men’s track and field coach at the University of Minnesota, is the first Minnesota men’s or women’s track coach to earn the national honor. He has been the head coach of the Golden Gophers’ men’s track and field team since 1996. He also earned Big Ten Coach of the Year and the USTCA Midwest Region Coach of the Year honors. He and his wife, Sue, have two children: Dann, 22, and Teresa, 15. Stephen Geffre Stephen Geffre 1974 LUTHERAN FREE CHURCH REUNION AND CELEBRATION Stephen Geffre addiction counseling and human services programs at Minneapolis Community and Technical College. 1975 Patricia (Phelps) Georg, Hopkins, Minn., received both the Minnesota Teacher of the Year Award from the Air Force Association and the R.W. Rawlings Teacher of the Year Award for 2003. 1976 Chris Jensen, St. Paul, is a teacher at Mounds Park Academy, where he has worked for 20 years. From 1994-96 he and his wife, Barbara, a children’s book author and illustrator, traveled to Lima, Peru, to teach at an international school. He receives periodic leaves for education and travel abroad, the two most recent being a trip to Tanzania to accompany elephant DNA researchers, as well as a vacation with his wife’s South African family to Botswana. In addition to teaching and traveling, he continues to enjoy playing and coaching soccer Rev. Dr. Norman W. Wahl, Rochester, Minn., celebrated the 38 A festive celebration of the tradition and heritage of the Lutheran Free Church was held June 12. Alumni and friends gathered at Augsburg for a special day of worship, “singspiration,” testimonials, lectures, dining, and conversation. 25th anniversary of his ordination in June. He is the executive pastor at Bethel Lutheran Church in Rochester, and is married to Kathryn (Anderson) ’76. 1977 Pamela Carlson and her husband, Phil Heide ’58, recently returned from spending a year working and living in Oslo, Norway, where Pamela was cantor, organist, and choir director at Holmen menighet (congregation) in Nesbru, Norway. Holmen is part of the Lutheran Church of Norway. Their 10-year-old daughter, Selena, attended fourth grade in a Norwegian school. Bruce Cunningham, Maplewood, Minn., was elected president of the Minnesota Osteopathic Medical Society for 2004-2006. Bruce is a family physician at MinnHealthWoodbury and serves on the National Board of Osteopathic Medical Examiners and the Commission on Osteopathic College Accreditation. He and his wife, Pam, have four children ranging in age from 11 to 18. Heidi (Leaf) Haagenson, New London, Minn., completed her master’s degree thesis at St. Cloud State University, titled: “The Nonlinear Nature of Jamaican Women’s Writing: Louise Bennett,” and dedicated this work to the children at Sunbeam Boys Home, near Spanishtown, Jamaica, where Heidi has traveled many times since 1995. While in Jamaica, Heidi is involved in work projects at the Sunbeam Boys Spring/Summer 2004 Jacqueline Knight, Minneapolis, was featured in the Minneapolis Star Tribune for her work as writer and director of Youth Performance Company’s production, Freedom Riders, recently performed at the Howard Conn Fine Arts Center in Minneapolis. Jonathan Moren, Eden Prairie, Minn., has been a dentist with the Boynton Health Service at the University of Minnesota for over 20 years. In addition, he is co-owner of a private dental office in Edina, named Pentagon Dental Group, Ltd. He is the official team dentist of the Minnesota Twins baseball team. Jonathan was recently chosen as president-elect of the Minneapolis Dental Society. He will take over the presidency for a one-year term in April 2005. He is married to Bonnie (Lamon) ’78, an adapted physical education teacher for Bloomington Schools. 1980 Brett Batterson, Gross Pointe, Mich., was named executive director of the University of Chicago’s Auditorium Theatre. Brett was previously chief operating officer of Detroit’s Michigan Opera Theatre, and also served as manager of the Detroit Opera House. Judith Driscoll, Maplewood, Minn., received a master’s degree in marriage and family therapy from the University of Wisconsin-Stout in May. She can be contacted at <driscoll.j@juno.com>. Carolyn (Johnson) Spargo, Chaska, Minn., was named to the “Who’s Who in America” 20032004 directory. Spring/Summer 2004 Bob Wick, St. Louis Park, Minn., received the “Building Responsible Youth” award from the Minnetonka Rotary Club for his work in youth ministry. He has been an integral part of shaping youth ministry on the junior high and senior high levels. His involvement with mission trips, youth retreats, and mentoring youth in confirmation and beyond has connected him with many of the youth at a critical time in their lives. ALUMNI IN THE MILITARY Courtesy photo 1978 1981 1982 Wendy (Fiscus) Dybdal, Mendota Heights, Minn., completed her master’s degree in organizational management from the University of Phoenix in 2002. She works in management at Abbott Northwestern Hospital in Minneapolis, and has two children—Kyle and Kira—with her husband, Kevin. 1987 Sharon A. Romano, Minneapolis, is enrollment and student services assistant director and liaison for American Indian students at Metropolitan State University. She previously served as staff assistant at the Minnesota Indian Affairs Council as well as multicultural affairs director at Anoka-Ramsey Community College. Samantha Michele Kronschnabel ’03 graduated as a combat engineer platoon commander from Marine Corps infantry school in Quantico, Va., in March. She reported to Camp Lejuene, N.C., for duty and welcomes correspondence via e-mail at <kronsch5@hotmail.com>. CHAMBER MUSIC RECITAL & HIGH TEA Staff photo Home and enjoys spending time with the boys. She received an American Association of University Women Career Development Grant in 2001. 1988 Eric Sime, Rochester, Minn., received the National Service Provider of the Year Award from the National Association of Career and Technical Educators at their annual national convention in Orlando, Fla., in December. He was named a Minnesota state award recipient in February 2003, making him eligible for the national award. Eric is the special needs advisor/ADA coordinator for Rochester Community and Technical College. Music scholarship donors and recipients gathered April 21 for the annual Chamber Music Recital & High Tea, an event that allows donors to attend a performance by the recipients of their scholarships as well as to enjoy tea and hors d’oeuvres with the students following the recital. Pictured above, Borghild Gisselquist (left) and senior Emily Forsberg (right) are served by Ned Kantar, assistant professor of music (center). 39 Class Notes 1991 Patricia (Noren) Enderson, Elk River, Minn., is senior marketing communications specialist at Kern, DeWenter, Viere, a CPA and business advisory firm located in Minneapolis and St. Cloud. Carolyn Pool, Minneapolis, starred in Mercy of a Storm at Florida Stage in Manalapan, Fla. The production was written by Twin Cities’ playwright Jeffrey Hatcher and directed by Guthrie dramaturg Michael Bigelow Dixon and featured a Twin Cities’ cast. The theatre critic for Florida’s Sun-Sentinel wrote that Carolyn’s performance was “comic but with an edge, making the play sparkle like shattered glass.” Darbi Worley, New York, was cast in the Bat Company at the Flea Theater in New York City, a resident company at The Flea. Each year over 1,000 actors audition for a spot in the 30-person company. She performed in the play Design Your Kitchen, April 14 through May 22. She also filmed scenes for the new Glenn Close movie, Heights, and an episode of HBO’s The Sopranos. Her Web site is <darbiworley.com>. 1992 Heather Johnston was named Minneapolis budget director for the Minnesota Department of Finance. She spent three years at the federal Office of Management and Budget in Washington, D.C. David L. Murr of Boston University, now at Dartmouth College, was awarded the 2004 Scarf Award, given to one person, worldwide, each year for an outstanding Ph.D. thesis in the field of space science. In his dissertation, “Magnetosphereionosphere coupling on mesoand macros-scales,” he uses both data analysis and MHD simulations to comprehensively address the physical processes of two magnetospheric-ionspheric coupling phenomena: traveling convection vortices and the response of the global magnetosphere-ionosphere convection pattern to the Staff photo Staff photo AUGSBURG CONCERT BAND 2004 TOUR changes in the interplanetary magnetic field. David will present an invited talk on the subject of his thesis at the 2004 fall AGU meeting in San Francisco. Lisa (Barber) Zahn, Richmond, Minn., opened a yarn shop called The Itty Bitty Knit Shop, Ltd., in Richmond. She and her husband, an elementary music and band teacher for the St. Cloud public school district, have a son, Elijah, in first grade, and a daughter, Rose, a preschooler. 1995 Daniel R. Werner, St. Paul, is a mortgage broker/loan officer with Regents Mortgage. He can be contacted at <DWerner@ regentsmortgage.com>. Jon Olsen, Minneapolis, is an electronic solutions coordinator at ProGroup, a diversity and management consulting firm. Jon and his wife, Leann (Freeberg) ’96, have a daughter, Eleanor, 1. Jane Jeong Trenka’s book The Language of Blood: A Memoir was named Best Book by a Local Author by City Pages. The book was also cited by the Minnesota Humanities Commission for a “New Voice” commendation, received the Minnesota Book Award for “Autobiography/ Memoir,” and was a Barnes & Noble Great New Writers selection. The Augsburg Concert Band toured the Midwest May 2–8, stopping in Sebeka, Minn.; Rugby, N.Dak.; Glendive, Mont.; The Black Hills, S.Dak.; and Chamberlain, S.Dak. Pictured above is alumnus Dave Kerkvliet ’95 (left), Sebeka High School band director, standing with Robert Stacke ’71 (right), Augsburg Concert Band director, in front of Kerkvliet’s high school band. The Augsburg and Sebeka bands performed a joint concert for the entire (K-12) Sebeka school on May 3. Pictured at right is junior Molly Erickson (left) and senior Sara Lahr (right) posing in front of Mount Rushmore in South Dakota. 40 1996 Tracy Mazion Smith, Inver Grove Heights, Minn., graduated from the University of Maryland in May with a Master of Science in Health Care Administration. She is the coordinator of the donor egg program at the Center for Reproductive Medicine. She lives with her husband, Drew, and children (Thea Ose and Aidan Smith) in Inver Grove Heights, Minn. Spring/Summer 2004 Courtesy photo ALUMNI AMBASSADORS The deployment included training and real-world operations in Iraq and Liberia. 2000 Lewis Nelson is enlisted in the U.S. Army, where he studied Korean at the Defense Language Institute in Monterey, Calif., for 63 weeks and received an associate’s in Korean. He was then assigned to the 101st Airborne Division’s 311th Military Intelligence Battalion, stationed in Ft. Campbell, Kentucky. He married Holly Ann Downs in 2003 and the couple has a son, Benjamin Lewis, born in December. Lewis is currently in Mosul, Iraq. Sharon (Hendrickson) Gronberg ’67 of Austin, Texas, represented both Augsburg and Texas Lutheran University in March at a Lutheran college fair in Austin. In May, she and her husband, the Rev. Karl Gronberg, returned to Augsburg to attend Commencement and celebrate the graduation of their daughter, Rhia Gronberg ’04, who received her B.A. in international relations and political science. 1997 Renee Blue, Andover, Minn., was named an outstanding teacher by the Anoka-Hennepin School District where she teaches kindergarten at Rum River Elementary School. Renee has been a part of the AnokaHennepin School District for 14 years, including the last three at Rum River. She is part of the Staff Development Committee and the Rum River Family and Teacher Association. Allison Corwin, Salem, Ore., is director of the McKay High School theatre program and teaches theatre and English in the Salem-Keiser School District. Ryan Goetz, Crystal, Minn., became a franchisee of Handyman Connection (www.handymanconnection. com) in March, providing home improvement and repair in the Twin Cities metro area. Andrew Small, Richfield, Minn., was recognized by Minnesota Lawyer magazine as Spring/Summer 2004 one of 15 “up-and-coming” attorneys of 2004. The honorees were selected by the editors from nominations made by bar associations, law schools, judges, lawyers, and other members of the legal community. Andrew works for the Hennepin County Attorney’s Office. 1998 Natalie K. Abbott, Champlain, Minn., received a juris doctor degree from William Mitchell College of Law in St. Paul in January. Ted Schultz, Cannon Falls, Minn., was named athletic director for the Bloomington School District. Previously, he served as activities director and football coach at Cannon Falls. Jason M. Wardlow, a Marine Corps captain, returned from an eight-month deployment onboard the USS Iwo Jima, while assigned to the 26th Marine Expeditionary Unit based in Camp Lejeune, N.C. Anne Marie de Jong, Bloomington, Minn., was quoted in the Minneapolis Star Tribune after attending a fundraising speech by Vice President Dick Cheney in February. 2003 Matthew Groth, Eagan, Minn., appeared as a contestant on NBC’s Fear Factor in April. Andrew Quandt recently graduated from the U.S. Coast Guard Recruit Training Center in Cape May, N.J. Marga Chiri was accepted to graduate school at Purdue University, Ind., to pursue a Ph.D. in computer science. Marga received the GAANN Fellowship and credits his graduate school accomplishment to the McNair Program. 2004 Brian Timm, Minneapolis, was accepted into Luther Seminary and will begin his studies this fall. Weddings Amy S. Ellingrod ’95 married Mark Swain in April. The couple resides in Valencia, Calif. Darlene Mueller ’96 married Matthew Finnerty in March. The couple resides in Tampa, Fla. Jennifer Kettering ’96 married Corey Doerfler in September. Jennifer is a senior project analyst for Qwest. The couple resides in Roseville, Minn. Nicole Warner ’01 married Marc Simml (international student, spring semester, 1999) in June 2003 in Hoversten Chapel. The couple resides in Lippstadt, Germany. Births/Adoptions Bonnie Gutknecht Miller ’91 and her husband, Thurston, Granger, Ind.—a son, Koert Donart, in April. He joins sister Salinda, 2. Bonnie can be contacted at <leaflaker@mail.com>. Heather Johnston ’92 and Dr. Jason Koch ’93, Rochester, Minn.— a son, Simon Koch, in October. Shannon (Schultz) Van Buskirk ’93 and her husband, Renner, S.Dak.—a son, Jacob, in March 2003. Shannon works for Pfizer, Inc., and is pursuing her MBA at the University of Sioux Falls. Dana (Ryding) ’93 and Jeff Martin—a son, Noah Jeffrey, in February. Jessica (Ferrell) ’93 and Brad Zenner ’92, Minneapolis— adopted a daughter, Lily Jin, in October; Lily was born in Hunan, China, in December 2002. Jessica is a business analyst for Marshall Field’s Travel Service and can be contacted at <jessicazenner@ hotmail.com>. Brad works at Fallon. 41 Class Notes Lynnel (Wakefield) ’96 and Ian Taylor, Inver Grove Heights, Minn.—twin sons, Jacob Bruce and Joseph Brian, in November. Lynnel is a business analyst for Express Scripts and can be contacted at <mntaylors@usfamily.net>. Brooke (Manisto) ’96 and Erik Reseland ’98, St. Anthony, Minn.—a daughter, Elsa Leigh, in November. Anne Lalla ’96 and Todd Johnson, Shoreview, Minn.— a son, Evan Edward Johnson, in September 2002. Jessica (Barker) ’97 and Paul Johnson, Minneapolis— a daughter, Lily Grace, in July 2003. Jessica is a business analyst for Target Corporation, and can be contacted at <PaulJessMax@msn.com>. Jennifer (Crego) ’00 and Chad Carls ’00, St. Michael, Minn.— a son, Andrew Joseph, in Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. October. He joins brother Tommy, 2. Chad teaches chemistry at Champlin Park High School. Mia Carol (Kordovsky) ’00 and Dr. James Stafford, Bismarck, N.Dak.—a daughter, Madeline Grace, in February. She joins sister Ellie, 3. Mia can be contacted at <miajim98@hotmail.com>. Nathan Kyle Dorenkamp ’00 and his wife, Mary, Farmington, Minn.—a son, Dominic James, in March. He joins siblings Michael, 5, and Adrienne, 2. Nathan is a software tester at Thomson West. Chad Trench ’02 and his wife, Ann, Minneapolis—a son, Ted Thomas, in October. Elisa Titus ’02 MAL and her husband, Matt—a daughter, Abigail Clara. ALUMNI BENEFITS As a member of the Augsburg College Alumni Association, you are a very important part of the College community and are welcome to receive various benefits and forms of communication: • The award-winning College and alumni magazine, Augsburg Now • The Alumni/Parent Relations Web site, www.augsburg.edu/alumni • College updates and news of your classmates from your class agent • Invitations to Homecoming, reunions, and other special events hosted on campus and in your communities • Access to the fitness center (w/picture ID) and Lindell Library (a one-time fee will be assessed to check out materials) • Access to career services resources • Alumni tuition discount • Legacy Scholarship for qualified family members attending the day school program • The opportunity to attend all regular season home athletic events free of charge • The opportunity to volunteer on leadership boards and committees • The opportunity to register for alumni tours around the world Please contact the Office of Alumni/Parent Relations for more information on your alumni benefits, and let us know how you would like to be involved. We welcome your participation, ideas, and feedback and look forward to staying in touch with you. 612-330-1178 • 1-800-260-6590 • alumni@augsburg.edu __________________________________________________________________________________________________________________ Full name Maiden name Class year or last year attended __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ Home telephone E-mail ■ Okay to publish your e-mail address? __________________________________________________________________________________________________________________ Employer Position Work telephone Is spouse also a graduate of Augsburg College? ■ Yes ■ No If yes, class year_______________ __________________________________________________________________________________________________________________ Spouse name Maiden name Your news: ________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 42 Spring/Summer 2004 In Memoriam Elsie (Lokken) Lower ’30, Minneapolis, died in February; she was 96. She taught English and social studies for many years at Phillips Junior High School in Minneapolis. A member of the Augsburg Associates, she enjoyed a lifetime of contact with Augsburg, and counted many Auggies among her closest longtime friends. She and her husband, Kenneth ’28, were among the first residents of Augustana Apartments in Minneapolis, where she became an active volunteer. At the time of her death, she had lived in the apartments longer than any other resident. She is survived by two daughters, Carolyn Bliss ’56 and Mary Farmer ’63; five grandchildren; and three greatgrandchildren. She was preceded in death by her husband. Elmer A. Hendrickson ’31, San Diego, Calif., died in May 2003. He was a retired teacher. He is survived by his wife, Marie, and two daughters. Olive (Casperson) Nelson ’38, Burnsville, Minn., died in October; she was 87. Her passion in life was caring for her husband and her children; she loved to travel, entertain, and sew. She is survived by four children, 11 grandchildren, and four greatgrandchildren. She was preceded in death by her husband, Lloyd. Harold Schwartz ’49, Richfield, Minn., died in October; he was 81. He served in the Army Air Force in both WWII and the Korean War. As a civilian, he worked for the U.S. Postal Service for 26 years until his retirement in 1982. Throughout his later years his Christian faith and his Jewish roots became increasingly important to him. He was a member of Ebenezer Lutheran Brethren Church and an enthusiastic supporter of Lutheran Brethren World Missions and Jewish Christian organizations. He will perhaps be most remembered for his special ministry of encouragement to missionaries, Spring/Summer 2004 pastors, church staff, and friends from different places. During his life he sent out thousands of cards and letters letting people know he was praying for them and appreciated them and their work. He is survived by his wife of 45 years, Carol; a daughter, Linda; and two grandsons. Rev. Lyle H. Shaw ’50, Covenant Village, Westminster, Colo., died in August 2003; he was 80. He was a member of the Army Air Corps during WWII, earning several service awards including the Legion of Merit, the Distinguished Flying Cross, the Bronze Star, the Vietnam Cross of Gallantry, the Army Commendation Medal, and the Armed Forces Reserve Medal. He served First Lutheran Church in Sioux Rapids, Iowa, for four years, and was then persuaded to join the military chaplaincy. He was stationed in seven states and in both Germany and Vietnam, retiring in 1974 after 20 years of service and having achieved the rank of colonel. He continued his role as chaplain at the VA Hospital in Fort Snelling, working full time and then part time until 1994. He and his wife moved to Covenant Village in Westminster in 2001, where he continued to minister to confined residents with his harmonica and favorite hymns. He is survived by his wife, Delphine; three children; and four grandchildren. Arthur Kuross ’51, Mendota Heights, Minn., died in April; he was 76. He was a retired manager with J.C.Penney Company, and a past president of Augsburg’s A-Club. He is survived by his wife, Val; two daughters, Kathleen ’85 and Nancy; three sons, Steven ’76, Paul, and Peter; and seven grandchildren. Jean C. (Anderson) Peterson ’51, Eagan, Minn., died in February; she was 78. She was a speech pathologist at Kenny Institute and VA Hospital. She is survived by her husband, Warren, and her son, Jon. Else “BJ” Bjornstad ’58, Minneapolis, died in February. She was a research editor for Together magazine (a Methodist publication) as well as a teacher. For more than 25 years, she worked for the U.S. government in the Department of Social Security—first in the regional office in Chicago, then in the Final Appeals Division in Washington, D.C. She also served in the Marines during WWII and continued in the Reserves until 1959, retiring as a major. She is survived by her sister, Elizabeth ’43; four nephews; and three nieces. Erwin W. “Chris” Christensen ’58, Hastings, Minn., died in December; he was 67. He taught middle school science in Hastings from 1970 to 1995 before retiring. He also taught in Rushford, Minn., and Reedsburg, Wis. He is survived by his wife of 44 years, Mary Lou (Baker) ’61; two children; and six grandchildren. Donald W. Elfstrum ’59, Verndale, Minn., died in July 2003; he was 66. He worked at the Ford Motor Company assembly plant in St. Paul, retiring in 1987 after 30 years. He is survived by his wife, Claudia; two sons; and three grandsons. Frank D. Hawks ’59, Cannon Falls, Minn., died in December; he was 71. An Army veteran, he taught and coached in Cannon Falls for 32 years. He was inducted into the Augsburg Athletic Hall of Fame in 1994. He is survived by his wife of 50 years, Jean; and two children, Lee ’85 and Susan. Rev. Dr. Richard L. Husfloen ’60 died unexpectedly in September of a heart attack in Phoenix, Ariz., three days before he was scheduled to undergo back surgery at the Mayo Clinic. He had retired July 1 from Augustana University College in Camrose, Alberta, Canada, where he had served as president since 1996. During his tenure he and his administration eliminated salary rollbacks, balanced the budget, and increased enrollment. Husfloen’s background was rich and varied—he held a career in the airline industry, served as an administrative assistant to synod bishops in the ALC for 15 years, and also served as a development director at the Lutheran Theological Seminary at Philadelphia and Waterloo Lutheran Seminary. In addition, he served as an assistant professor of sociology at Augsburg and as a visiting lecturer on church and society at Wartburg Theological Seminary in Iowa. He leaves behind a host of friends, across the continent and around the world, who join his brother, Jim ’54, in mourning his passing. Susan Lowe ’74, Denver, Colo., died in August 2003; she was 51. She is survived by her mother, stepfather, and five siblings. Thomas Wyatt ’94, Brainerd, Minn., died in March from a car accident; he was 33. He was a respected member of the law enforcement community. He is survived by his wife, Chanttel; a daughter, Brienna; and a son, Kyle. Sonja Eylandt, St. Paul, died in April; she was 86. Born in Saaremaa, Estonia, her country was invaded by Russia during WWII. She lived in a displacedpersons camp for approximately three years, and in 1951 immigrated to the United States with her mother and her son; her husband died on the operating table during the war. She was driven by an uncommon work ethic, determined to take care of her mother and son. In addition to working for Gould Incorporated for more than 30 years, she also worked in the “Chin Wag” (now Murphy Grill) at Augsburg for nearly 40 years. She held positions with other companies as well, such as Goodwill Easter Seals and Cub Foods. She is survived by a son, five children, and six greatgrandchildren. 43 SPARK YOUR SPIRIT October 2–9 Saturday, October 2 Friday, October 8 Men’s Soccer Alumni Game Heritage Society Breakfast 5 p.m.—Edor Nelson Athletic Field 8:30 a.m.—Christensen Center Monday, October 4 Class of 1954 Reunion Breakfast “Spark the Campus with Spirit Trivia Contest” begins 7 p.m.—Christensen Center Tuesday, October 5 9 a.m.—Arnold Atrium, Foss Center Homecoming Chapel 10 a.m.—Hoversten Chapel Class of 1954 Luncheon “Keeping Your Spirit Healthy” Annual College Health Fair 11:30 a.m.—Arnold Atrium, Foss Center 11:30 a.m.–2:30 p.m.—Quad Campus Tour Third Annual Powder Puff game* 7 p.m.—Edor-Nelson Athletic Field Wednesday, October 6 2 p.m.—Gather in Foss Center Women’s Soccer vs. Gustavus Adolphus College 5 p.m.—Edor Nelson Athletic Field Augsburg Associates Annual Fall Luncheon Town & Country Club, St. Paul 10 a.m.—Craft Sale 11:40 a.m.—Annual Business Meeting Noon—Luncheon/Program International Student Alumni Reception 4:30–6 p.m.—Minneapolis Room, Christensen Center Augsburg Ethnic Programs Celebration 5:30–6:45 p.m.—Christensen Center Scholastic Connections Social & Dinner Featuring an auction of signed limited edition prints by Minneapolis artist Kenneth Caldwell to benefit the Scholastic Connections scholarship fund 7–8:30 p.m.—Christensen Center Volleyball vs. Hamline University 7:30 p.m.—Si Melby Gymnasium Auggie Variety Show* 7 p.m.—Foss Center Men’s Soccer vs. Gustavus Adolphus College 7:30 p.m.—Edor Nelson Athletic Field Volleyball vs. North Central (Minn.) 7:30 p.m.—Si Melby Gymnasium Faculty Violin Recital 5:30–8:30 p.m.—Christensen Center Big Screen Movie* 9 p.m.—Si Melby Gymnasium Annual Picnic in the Park/Wrestling Reunion and Party 11 a.m.—Murphy Park Campus Tour 11 a.m.—Gather in Christensen Center Volleyball Alumnae Match 11 a.m.—Si Melby Gymnasium Class of 1994 Tailgating Reunion 11:30 a.m.—Class of 1994 tent, across from Murphy Park between Urness & Christensen Music Therapy 30th Anniversary Lunch & Workshop Noon—Riverside Room, Christensen Center 7:30 p.m.—Sateren Auditorium Master of Arts in Leadership (MAL) Alumni Gathering Saturday, October 9 Noon—Minneapolis Room, Christensen Center Science Alumni Gathering 9:30–11:30 a.m.—Marshall Room, Christensen Center Football Game vs. Gustavus Adolphus College 1 p.m.—Edor Nelson Athletic Field Annual Social Work Alum Network (SWAN) Brunch 10 a.m.—Augsburg Room, Christensen Center Thursday, October 7 Athletic Hall of Fame Reception & Dinner Original art by Kenneth Caldwell HHomecoming OMECOMING 2004 First Decade/Wrestling Post-Game Party Upstairs at Grandma’s after the game English Dept. Alumni Reunion Nursing Alumni Association Brunch 4–5 p.m.—Lindell Library, Room 301 10 a.m.—Century Room, Christensen Center Homecoming Dinner & Reunion Parties Stephen “Gabe” Gabrielson ’63 Organ Recital 5:30 p.m., Dinner—Christensen Center 7:30 p.m., Reunion Parties (1954, 1964, & 1979)—Locations TBA 10:30 a.m.—Hoversten Chapel This is a preliminary calendar and is subject to change; please watch for your full Homecoming event brochure—due in mailboxes later this summer. * Denotes student activities 2211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031 Vision 2004 BY SUE KLASEUS,VICE PRESIDENT OF INSTITUTIONAL ADVANCEMENT AND COMMUNITY RELATIONS Although we’ve called these past four years the “quiet phase” of the campaign, it has certainly been an active and exciting time for all of us here at Augsburg College. It’s been a productive time, too, as we’ve raised nearly 30 million of our $55 million campaign goal during this time. In April, we went public with Access to Excellence: The Campaign for Augsburg College and we’ve stepped up our activity manyfold. Already we’ve enjoyed many successes. The impact of this campaign will be felt by thousands of students, faculty, staff, alumni, parents, and most importantly, by our community for decades to come. The effects of our campaign go well beyond our borders as we prepare students to make a difference in many areas critical to the world’s future. We’re drawing top-notch students and faculty; and we’re providing them with the best Vision is published by: Augsburg College Editor Lynn James Photographer Stephen Geffre Graphic Designer Kathy Rumpza Contributing Writers Kristin Anderson Leif Anderson Dave Benson Lynn James Sue Klaseus Betsey Norgard Alice Pepin Nancy Steblay www.augsburg.edu/campaign 2 facilities in which to teach and learn. Our campaign will have a lasting, positive impact on our ability to provide a quality education to a greater number of students now and well into the future. We’re fortunate to have already received many wonderful campaign gifts. We wish to thank all of our donors for their contributions, regardless of the size of their gifts. We’ve been blessed by receipt of six, seven-figure gifts and seventy, $100,000+ leadership gifts to be used in various areas of the campaign. These 70 gifts range from, $100,000 to $999,999. Look for more information on some of these gifts elsewhere in this insert. These donors and many others believe in Augsburg’s long tradition of service to the community and have demonstrated this belief with their generous donations and involvement. However, to accomplish a campaign like Access to Excellence: The Campaign for Augsburg College, we have to enter an entirely new realm of philanthropic giving. Our alumni giving must increase to be competitive with other private colleges. Our endowment must grow to AUGSBURG CAMPAIGN LEADERSHIP GIFTS KINNEY JOHNSON ’65 $1 million for the new Science Center (lifetime giving in excess of $2 million) ALAN RICE $1 million for Si Melby Hall expansion JEAN TAYLOR ’85 and ROGER GRIFFITH ’84 and THE GLEN A.TAYLOR FOUNDATION $1.5 million for the new Science Center FEDERAL APPROPRIATION $1 million for the new Science Center thanks to U.S. Rep. Martin Olav Sabo ’59 and others JIM AND KATHY HAGLUND and CENTRAL CONTAINER CORPORATION Leading the campaign with a $1 million undesignated gift E. MILTON KLEVEN ’46 and FAMILY $500,000 to endow the first President’s Scholarship (lifetime giving in excess of $1 million) LILLY ENDOWMENT, INC. $2 million for a program titled “Exploring Our Gifts: Connecting Faith, Vocation, and Work” sustain the long-term viability of this fine institution, and we must keep our physical plant vibrant and relevant with state-of-the-art facilities to better serve students, faculty, staff, and the community. Recently I’ve been reading The Greater Good, by Claire Gaudiani, and am intrigued by her assertion that the next 50 years will see the largest private intergenerational wealth transfer in human history. Experts at Boston College have projected that between 1998 and 2052, $31 to $41 trillion of “THE CHALLENGE OVER THE NEXT 20 YEARS IS TO SUSTAIN AND INCREASE GIVING BY PEOPLE OF ALL CATEGORIES.” –CLAIRE GAUDIANI, THE GREATER GOOD wealth will move from one generation to another. During that time, they estimate our economy will produce more than 10 million new millionaires. Gaudiani asserts that despite such wealth, the trend in generosity has remained under two percent of personal income for 30 years. The real problem, according to Gaudiani, is that we have stopped nurturing and building our giving habits at just the wrong time. You also may find this book worth reading. It may help to inspire us all to even greater heights of philanthropy. To reinforce this culture change, our branding and visibility campaign launched this past year helped to get the Augsburg mission out into the world. Breaking ground for our new Science Center, opening the doors of the new Gateway Building, and celebrating the renovation of Si Melby Hall, along with exponential growth in the Annual Fund and our endowment, will send similar messages to the public. Augsburg is strong; it stands on a long tradition of transforming our students and serving the community. We are a major player in this region on compelling issues such as K-12 education, healthcare workforce development, science and math education, theater, fine arts, and so much more. We can stand up and be proud of Augsburg and our many successes. The recent campaign kickoff was a turning point in our history. We must continue building on the tradition of giving by all constituents associated with our fine college, and find new friends willing to help. Our challenge is great, but the momentum is strong, and we have committed faculty, staff, regents, and volunteers who stand ready and willing to make this dream a reality. As you read this campaign update, we hope you will ask yourself, “How can I help?” Please don’t hesitate to contact me should you want to talk about your support of Augsburg. Remember, all gifts are important to Augsburg’s future. ■ CAMPAIGN CABINET MICHAEL O. FREEMAN co-chair JAMES E. HAGLUND co-chair JEAN M.TAYLOR ’85 co-chair RICHARD T. COLVIN ’74 TRACY LYNN ELFTMANN ’81 PRESIDENT WILLIAM V. FRAME KATHRYN H.TUNHEIM REV. DR. NORMAN W.WAHL ’75 SUSAN J. KLASEUS HONORARY CO-CHAIRS PETER AGRE ’70 RODNEY (ROD) BURWELL EDWIN C. (SKIP) and BARBARA CARLSON GAGE BISHOP MARK HANSON ’68 and IONE AGRIMSON HANSON ’68 R. LUTHER (LUTE) OLSON ’56 and CHRISTINE TORETTI OLSON MARTIN OLAV SABO ’59 and SYLVIA LEE SABO GLADYS BOXRUD STROMMEN ’46 Access to Excellence: The Campaign for Augsburg College was officially kicked off at the Augsburg Community Festival on Sunday, April 18, 2004. 3 Augsburg kicks off campaign at community festival It was a day of promise. Blessed by 80degree weather and a reprieve from rain showers, the College officially kicked off Access to Excellence: The Campaign for Augsburg College on Sunday, April 18, 2004, during the Augsburg Community Festival. This inaugural event for Augsburg built community awareness and fortified community partnerships. Neighbors, alumni, and supporters of the College were invited to join students, faculty, and staff in a campus-wide family celebration for the campaign kickoff. The afternoon event drew more than 1,500 people. Augsburg’s Camp Cruisers music band was instrumental in rallying the crowd as everyone gathered on the Augsburg football field to literally “kick off” the campaign. Footballs flew toward the goal as a banner announcing the campaign dropped between the posts. In recognition of the $55 million campaign goal, the community was treated to a 55-foot hoagie and a 55-foot cake. Everyone then scattered across campus to partake in the activities designed to appeal to all ages. Demonstrations, sports clinics, author readings, fine art, and musical and theatre performances engaged people around campus. Young readers gathered at the reading corner to listen to children’s authors Rick Kupchella, KARE-11 TV in Minneapolis/St. Paul, and Shelly Swanson-Sateren ’82. Adults also enjoyed the literary talents of English faculty member Cass Dalglish. Lute Olson ’56, flew back to Minnesota from his duties as head basketball coach of the University of Arizona to host a youth clinic for boys and girls in grades K-12. Many adults on the sidelines were impressed with how much they learned, too. Murphy Square and Christensen Center busily catered to festival participants as community partners and faculty and students drew crowds with activities, information booths, demonstrations, giveaways, and free food. 4 Science experiments of silly putty, homemade nitrogen ice cream, coral reef research, and many other hands-on activities kept the Science Hall active. The community clamored onto the fire truck driven over by neighborhood Station 7. Down the street, medical personnel in the Augsburg Academy ambulance gave heart analyses and showcased the internal workings of the vehicle. Augsburg’s nursing department offered blood pressure readings, stress level tests, and hand massages. Music streamed out of the cafeteria as bands DoomTree, Heiruspecs, and Medida performed. Reserved seats also were available for the Augsburg theater production of Machinal. Minnesota Wild hockey player Wes Walz drew boys and girls into the ice arena for a hockey clinic. The Minneapolis Figure Skating Club dazzled the crowd with their technique and ability before the afternoon concluded with open skating. The event was so successful people throughout the community were asking for the festival to become an annual event. A gala donor evening Si Melby was transformed the evening of April 17 for a donor dinner and program Minnesota Wild player Wes Walz hosts a hockey clinic for youth in grades K–12. Rick Kupchella, KARE-11 weekend anchor and children’s author, reads his book to eager listeners. Author Shelly Swanson-Sateren ’82 followed with a reading from her children’s book. focusing on Augsburg’s history and its future growth. Lead gifts to the campaign were announced on stages positioned around the event. A campaign video highlighted people transformed by Augsburg and its programs. Guests reveled in the musical talents of Augsburg student musicians, singers, and actors. The evening culminated with rousing songs by Gospel Praise and spectacular in-house pyrotechnics. Special thanks to Institutional Advancement, Ridgeway International, Sodexho, Write 2 Work, Event Services, and the College’s in-house planning committee for making these historical events a reality. ■ Acclaimed hip-hop group, Heiruspecs, rocked Christensen Center during their Festival performance. Fifty-five feet of sandwich and fifty-five feet of cake fed Festival participants. Emcees Gary Rorman ’82 and actor T. Mychael Rambo hosted the magnificent donor event on Saturday, April 17, 2004. Event participant Kim Drangeid and Chemistry professor Joan Kunz make silly putty. Lute Olson ’56 gives pointers during his basketball clinic for boys and girls. 5 Major gifts directed to new Science Center Donors typically have unique, special memories and connections with Augsburg College that inspire them to help the school. Such is the case with these generous gifts that will be used for the new Science Center, the top goal of the campaign. KINNEY JOHNSON ’65 Augsburg College has been a central, significant part of Kinney Johnson’s life–and vice versa–for many, many years. His relationship with the College became closer recently when he joined the Augsburg Board of Regents. Johnson has given generously to Augsburg in various ways over the years. His first $1 million gift went to the Lindell Library to honor his father, Herb ’34, and now he has given a $1 million gift to the new Science Center. In addition, he continues to provide strong leadership for The Augsburg Fund each year. Johnson’s family has a rich history with Augsburg, beginning with Herb Johnson, who was on Augsburg’s Board of Regents for 12 years. Augsburg lost a true friend when he died earlier this year. Herb Johnson’s aunt, LaVonne Peterson ’50, also had an impact on Augsburg. She was a role model and pioneer in women’s athletics and was in charge of the women’s athletic department before the title “director” was applied to that department. Kinney Johnson has been very close to his 6 cousin, Jeffrey Peterson ’63, LaVonne’s son, and the two attended Augsburg College together. Jeffrey is retired from the Federal government and lives in Virginia. Johnson’s sister, Jennelle Cunning, also graduated from Augsburg in 1962. Needless to say, Augsburg has been an integral part of the lives of both the Johnson and Peterson families. We are especially grateful to Kinney Johnson, a highly successful, generous entrepreneur who is a general partner of a venture capital firm in Boulder, Colo. JEAN TAYLOR ’85 Jean Taylor’s passion for Augsburg College is difficult to overstate. A 1985 graduate, Taylor is co-chair of the campaign and began a twoyear term as Board of Regents chair on May 1. She volunteers her time and energy tirelessly and her enthusiasm is felt on the board and the campaign. Her drive is helping to chart the course for Augsburg College now and into the future. “Nothing gives me more confidence than knowing that my successor brings more talent to a job than I have,” said outgoing board chair Kathy Tunheim. “So I am extremely confident that the next phase of Augsburg College’s governance will be even more important and fruitful than the years in which I had the honor of participating. Jean Taylor brings the discipline and experience of business leadership, the passion of her feelings about this College, and the great humor and wit of a wonderful leader.” Taylor is also a corporate leader from one of Minnesota’s most important business families, and she and her husband, Roger Griffith ’84, together with the Glen A. Taylor Foundation, have given nearly $1.5 million in leadership gifts to the campaign that will help build the new Science Center. “The new Science Center is not only the centerpiece of the campaign, it also links the College’s past to its future. Our rich history of talented science faculty and alumni and the importance of science in a liberal arts education are the foundation of using our new Science Center to better serve our community and educate future leaders who will find essential a knowledge of science, health care, and the natural world,” Taylor said. Perhaps her friend and fellow regent Tracy Elftmann ’81 best summarized Taylor’s contributions to Augsburg when she said, “Jean is one of the most strategic thinking people I’ve known and is incredibly accomplished in being able to identify and articulate Augsburg’s vision and values. I think she is going to move us forward in ways we never envisioned. “Jean is grateful for her education here and is committed to giving back to the institution in a meaningful, long-lasting way that is also forward thinking.” (Major gifts continued on page 7) New Science Center planning includes ‘green’ features “Green building” features are the focus of this summer’s design work for Augsburg College’s new Science Center, thanks to a $25,000 planning grant from the Minnesota Office of Environmental Assistance. With a matching grant from the College and another $30,000 from Xcel Energy, consideration of sustainable design is integrated into the design development process currently underway. The architects, engineers, and oncampus planning committee will make a recommendation to College administration later this year regarding sustainable design features for the new building. The term “green building” is synonymous with a high-performance building, sustainable design and construction, and Rendering of the new Science Center at night. (Continued from page 6) MARTIN OLAV SABO ’59 U.S. Rep. Martin Olav Sabo was instrumental in obtaining a $1 million federal grant for Augsburg’s new Science Center. The grant will allow Augsburg to respond to our country’s need for science professionals by educating top- notch scientists for the future. A farm boy from Crosby, N.Dak., Sabo has spent the past four decades in elective public service. He served in the Minnesota House of Representatives from 1961 to 1978, including six years as speaker of the house and four years as minority leader. Sabo was first elected to Congress in 1978 and is currently running for his 13th term in the House of Representatives. ■ environmental responsibility. A primary objective of sustainable design is to reduce operating costs. Xcel’s contributions include consultant services on energy efficiency and a detailed energy model for the building. Once the building is complete, Xcel will contribute another $14,000 in services to verify that the selected measures have been installed and will provide cash incentives to encourage energy efficient practices. Sustainable design also employs strategies to increase occupant comfort and to reduce negative environmental impact. For example, the team is evaluating expanded use of day-lighting, ways to reduce construction waste, and use of local and renewable materials. “Augsburg is committed to incorporating environmentally-responsible features in the Science Center and is grateful to the OEA and Xcel for providing their expertise and financial support,” said Augsburg professor Nancy Steblay, the Sustainability Project coordinator. In developing a sustainability plan, the building’s architects, Holabird & Root, will use a rigorous green-building rating system for effective sustainable design known as LEED, or Leadership in Energy and Environmental Design. The architects will examine LEED criteria as they relate to the Science Center’s design and evaluate the cost/benefit of each. The criteria fall into six categories: sustainable sites, water efficiency, energy and atmosphere, materials and resources, indoor air quality, and innovation and design process. ■ 7 Barber gift to go to Science Center Loren Barber’s extensive history in the sciences has resulted in a most generous gift of $50,000 from Barber and his wife, Mary Quanbeck Barber ’77, to be used for the new Science Center. And 3M, Barber’s employer for many years where he served as a corporate scientist, is making the Barbers’ gift even more meaningful through a $25,000 matching gift. In addition, the Barbers are members of the Maroon & Silver Society, providing annual support to Augsburg’s students. Even after Barber retired from 3M in 2001, he wasn’t ready to let go of his work in the sciences, and he continued to work two days a week for a couple of years. Barber is used to hard work; raised on 160 acres in upstate New York, he attended the Rochester Institute of Technology on a cooperative Site plan of new Science Center. 8 work-study program at Eastman Kodak Company with a major in chemistry. That combination of school and work experience made his studies more meaningful and led him to Ames, Iowa, where he received his Ph.D. Eventually, Barber arrived in Minnesota, and Augsburg is very fortunate he did. Science education is very important to Barber and he provides leadership on Augsburg’s Science Advisory Board. Mary Barber has strong connections to Augsburg, beginning with her father, Philip Quanbeck Sr., a distinguished professor of theology who attended Augsburg College and Seminary and subsequently joined the faculty in the 1950s. In his retirement from Augsburg, he serves as visitation pastor at Bethlehem Lutheran Church and is a Mary and Loren Barber’s gift to the Science Center is enhanced by corporate matching. member of the Augsburg Institutional Advancement staff. Mary’s brother, Philip Quanbeck II, is also a prominent professor of theology at Augsburg. Mary Barber received her B.A. in English from Augsburg and her M.A. in speech pathology from Michigan State University. She serves the North St. Paul-Maplewood-Oakdale schools as their speech-language pathologist specializing in early childhood education. “Our gift is rooted in our strong belief in supporting scientific literacy in our society and increasing awareness of how science affects each of our lives,” Loren Barber said. The Barbers were married 10 years ago and recently purchased a home on Lake Vermilion. They share a passion for the outdoors, water, and the environment, and Loren has discovered a new avocation—building canoes. For information about making your Science Center gift, contact the Development office at 612-330-1462. ■ McNair Scholar Stephanie Perkins likes Augsburg’s personal touch A science fair project in eighth grade on the oxidation states of iron hooked Stephanie Perkins on the study of science. This fall the McNair Scholar will be a senior at Augsburg College majoring in science and working with other students as a peer instructor under associate professor Joan Kunz in chemistry. Augsburg has transformed Perkins’ childhood curiosity about science into a meaningful education that she will take out into the world. A first-generation college student, Perkins has found the McNair Scholar program to be an indispensable guide along the way. When Perkins first visited Augsburg, she was impressed with the way the chemistry faculty members went out of their way to make her feel welcomed and special, a culture that she says is unique to a small college like Augsburg. Perkins has continued to experience that personal attention throughout her education here. “This is what makes good scientists—the ability to interact with the faculty in this way,” Perkins said. “Science involves communicating with peers and consensus about ideas.” While it was the faculty who attracted Perkins to Augsburg, she feels that facilities are important, too, because they help the school compete for the best students and faculty. She believes the new Science Building will be extremely beneficial to students, the school, and the field of science. According to Perkins, a new facility will allow faculty and students to conduct more effective research and it will house additional and better instruments. After graduation, Perkins is planning to pursue graduate school and a doctorate in physical chemistry. ■ AUGSBURG SCIENCE ADVISORY BOARD JAMES AGRE ’72, M.D. Ministry Medical Group, Eagle River,Wis. RALPH SULERUD, PH.D. Professor Emeritus of Biology Augsburg College LOREN BARBER, PH.D. 3M NEAL O.THORPE ’60, PH.D. M.J. Murdock Charitable Trust, Vancouver,Wash. GARY CARLSON ’95 3M, Retired FRED FAXVOG, PH.D. Honeywell, Inc. STEVEN GRINDE ’81, D.D.S. Maple Grove Dental Center JOEL L. HOULTON Honeywell, Inc. DAVID KNUTSON ’69 Park Nicollet Medical Center PAUL S. MUELLER ’84, M.D. Mayo Clinic, Rochester, Minn. JOEL T. NELSON ’85, PH.D. University of Wisconsin-Madison RICK PANNING Fairview Health Services RICHARD SEIME ’70, PH.D. Mayo Clinic, Rochester, Minn. Augsburg Board of Regents and Staff Liaisons RUTH E. JOHNSON ’74, M.D., Science Advisory Board Chair Mayo Clinic, Rochester, Minn. BEVERLY THOMPSON HATLEN, R.N., M.S.N. Minnesota Life College Ex officio— Augsburg College CHRISTOPHER KIMBALL, PH.D. Vice President for Academic and Student Affairs and Dean of the College JOAN KUNZ, PH.D. Associate Professor of Chemistry NANCY STEBLAY, PH.D. Professor of Psychology Assistant to the Dean for Special Projects 9 Opening the door to Augsburg— Gateway Building to welcome all RIVERSIDE NEIGHBORHOOD COLLABORATION The Gateway Building will be multiuse and will feature retail space, student housing, and an administrative area. The design will provide greatly needed space for College programs and offices, including the StepUP program; the Center for Service, Work, and Learning; and the Institutional Advancement division, including the Augsburg Alumni Center. The Gateway Building’s commercial hub on Riverside Avenue will contribute to the growth of a thriving urban village encompassing Augsburg’s campus, the CedarRiverside neighborhood, the University of Minnesota’s West Bank, and Fairview-University Medical Center. Landscaping along Riverside Avenue will create a pedestrian-friendly, safe, and attractive thoroughfare for students and community residents and link the campus to the nearby light rail transit stop. This project will increase the physical presence of Augsburg in the surrounding community and is part of the College’s commitment to the Riverside Corridor Project, an economic development collaboration with Augsburg’s neighbors in the West Bank. ■ ACCESS TO EXCELLENCE: The Campaign for Augsburg College THE GATEWAY BUILDING OFFERS: • A new home for the StepUP program, including residential and counseling space. • Strengthened links to community organizations, local businesses and corporations, and service-learning opportunities through the Center for Service,Work, and Learning. Meeting rooms for neighborhood groups. • Retail opportunities to attract students, local residents, and the staff and visitors of the Fairview-University Medical Center complex across the street. Local business owners are excited about the prospects for increased commerce in the neighborhood. • A comfortable gathering place for Augsburg alumni within the Institutional Advancement offices. • A more visible Gage Family Art Gallery providing enjoyment and learning to the entire community. 10 Step up and support the Parent/Family and Friend Challenge Augsburg’s StepUP program for students in recovery from substance abuse will receive a leg up in financing as parents and families respond to a Parent/Family and Friend Challenge offered by a second Gateway gift of $425,000 from Jim Johnson. Through a matching gift program, the challenge is to raise another $425,000 this year to match Johnson’s generous gift to further the construction of the Gateway Building, which will house the StepUP program. Several donors have already committed nearly onehalf of the goal. Johnson was one of the first contributors to Access to Excellence: The Campaign for Augsburg College when he agreed to fund the planning for the Gateway Building. It was his encouragement that prompted the collaboration between Augsburg, the University of Minnesota, and the local community, and his lead gift of $150,000 helped secure the project. Johnson resides in Washington D.C., with his wife, Maxine Isaacs. As a native of Benson, Minn., he maintains local ties through family, business, and Augsburg College. Johnson has made gifts to Augsburg in memory of his mother, Adeline Rasmussen Johnson ’31; in honor of U.S. Rep. Martin Olav Sabo ’59; and, more recently, toward campaign projects. If you are interested in the Parent/Family and Friend Challenge, please contact Sherry Jennings-King at 612-330-1386. ■ Gift from Mark ’79 and Pamela Hanson ’79 Moksnes symbolic of their College experience The passion that Pam and Mark Moksnes felt for Augsburg College when they met here as students in the late 1970s continues today—perhaps more than ever. While they were drawn to Augsburg by the small, liberal arts, Christian-based community, situated within the city, what they discovered were professors and staff who cared deeply about them personally and about their life goals. A campus ministry program that nurtured their already strong Christian beliefs, especially the Fellowship of Christian Athletes where they met, particularly touched them. As Pam and Mark reflect on those transformative years, their expressions provide affirmation of the truly inspirational experience they remember. They are grateful that a nurturing culture is still at the core of the student experience today. Their lives have been happily entwined with Augsburg; many of their closest friends are also Augsburg alumni and their daughter, Laura, is a current Augsburg student. “That personal approach has been consistent over the years, and now our daughter is experiencing it, too. It’s part of Augsburg’s core—they’re there to help students build their futures,” Pam Moksnes said. Yet Augsburg has changed a lot since Pam and Mark graduated in 1979, particularly its facilities. They believe that the new buildings have greatly enhanced the teaching and learning Pam Hanson ’79 Moksnes and Mark Moksnes’ ’79 recent gift supports the campaign’s Gateway Building. environment so critical to delivering a quality educational experience. They are proud to continue to be part of the campus community, so much so that they’ve made a campaign commitment designated to the Gateway Building, which will symbolically embrace the city as part of students’ learning experiences. This isn’t the first time Pam and Mark have helped out their alma mater; previous gifts have supported the athletic program, the Lindell Library, and campus ministry, and they are lead annual fund donors in the Maroon & Silver Society. Pam and Mark say they are committed to furthering Augsburg’s mission because of what the College has meant to them. Pam Moksnes is a partner at Thrivent Financial for Lutherans, and has been instrumental in helping the College launch its annual women’s “Connections” event. Mark is an executive vice president at Delta Dental. Among several board appointments, they both serve on the state board for the Fellowship of Christian Athletes. Thank you, Pam and Mark Moksnes, for all you’ve done for Augsburg College! ■ 11 Heightened demand for sport facilities drives Si Melby expansion Nearly half of the Augsburg community— students, faculty, and staff—participates pates in some form of athletic activity, contributing to the strong sense of community and camaraderie on campus. Expanded athletic facilities will accommodate the increasing demands of the College’s 18 intercollegiate NCAA Division III varsity men’s and women’s sports, the health and physical education academic program, intramurals involving some 600 students, and workout facilities. The ever-growing popularity of personal fitness, the growth in the number of women’s sports offerings, and the heightened demand by the community for use of the College’s facilities contribute to the pressing need for expanded facilities. A NEW SOUTH WING FOR SI MELBY HALL WILL PROVIDE: • Four new classrooms and related facilities for the Health/Physical Education Department. • More locker rooms, training facilities, and offices for intercollegiate athletic programs. • Expanded fitness facilities, a new aerobics/multi-purpose studio, and new locker rooms for the student body. • Additional wrestling training facilities, which include a new Greco-Roman wrestling center. • Two new student gathering areas, a new hospitality suite overlooking Edor Nelson Field, and a new Alumni A-Club lounge. ■ 12 ALAN RICE, GRECO-ROMAN WRESTLING CHAMP AND PIONEER GIVES ONE MILLION DOLLARS TO ESTABLISH TRAINING CENTER Minnesota native Alan Rice is a dreamer and a pioneer whose lifelong commitment to amateur and Greco-Roman wrestling has culminated in a $1 million gift to Augsburg College to create a Greco-Roman wrestling training center. This generous gift will have a significant impact on the $5 million planned expansion of Si Melby Hall, the College’s athletic, recreation, and physical education complex. Rice, a National Wrestling Hall of Fame member, is giving the gift in memory of his wife, Gloria, who shared a love of amateur wrestling and worked with Rice in establishing Minnesota as a national hotbed for amateur wrestling, especially the Greco-Roman discipline. Rice’s gift illustrates how a partnership can be formed with the community to achieve broader goals in athletics. The addition of the Greco-Roman training facilities will attract senior wrestlers training for the Olympics as well as youth- and student-athletes, and will take Augsburg to a new level of prominence in athletic achievement. Over the past three decades, Rice has helped raise and contribute nearly $1 million to endow the Minnesota club for continued training in both Olympic wrestling disciplines—Greco-Roman and freestyle. His continuing legacy will have an impact on Minnesota for generations to come. ■ MATHEW SHANNON—RUNNER AND ROLE MODEL Mathew Shannon is a man on the move. He runs by day and serves others at night. A 2004 Augsburg graduate with a degree in business and communication, he dreams of success in running and in making a difference for disadvantaged kids. While at Augsburg, Shannon broke records in track, and he hoped to qualify for the U.S. Olympic trials in the 400 meters. One of the top sprinters in Augsburg history, Shannon was a three-time AllAmerican, earned All-MIAC honors 17 times, and won MIAC titles three times. But Shannon is already a winner as a tutor and role model for inner-city kids. He knows from personal experience what they’re going through because he grew up in a low-income, single-parent home in Minneapolis. Shannon’s faith provided him with a strong foundation on which to build. Now he hopes that he can use his business education, too, to bring positive influences to disadvantaged kids. Shannon truly exemplifies the spirit of Augsburg. ■ Annual giving provides opportunities for all When you help Augsburg achieve its annual giving goals, you provide opportunities to students who may never have been able to attend college. Cost can be a significant barrier to obtaining a college degree. With more than 80 percent of Augsburg students receiving financial aid, annual giving is an important way for donors to help ensure that all talented students have the opportunity to receive an Augsburg education. Increasing the number of participants and the level of support in The Augsburg Fund is needed to ensure that no talented student is turned away due to cost considerations. The Augsburg Fund is an unrestricted annual giving fund that aids the College in meeting its most pressing needs. Augsburg’s goal is to nearly triple annual fund giving dollars over five years and to reach a 30 percent alumni participation rate. YOUR CONTRIBUTIONS HELP STUDENTS Each year the College awards more than $10 million in scholarships and grants to students. These include: PRESIDENT’S SCHOLARS $10,500 to $20,260 annually As Augsburg’s premier scholarship, this award is conferred upon the top incoming freshmen based on outstanding academic achievement and on-campus competition. REGENTS’ SCHOLARS $3,000 to $9,000 annually Awarded to high achieving, new students based on academic record and accomplishment. LEGACY SCHOLARS $4,000 annually Granted to qualified family members of Augsburg alumni, current Augsburg students, and ELCA-rostered clergy. THE AUGSBURG GRANT Varies, based on need Awarded to students who qualify and demonstrate need. These gifts make a significant contribution toward the education of many students. Adela Arguello, a Scholastic Connections recipient, is a double major in finance and economics. CLASS CHALLENGE The challenge has been issued, the suspense is building, and the question lingers…What are the results of this year’s annual fund class giving challenge? How does your class giving compare to other classes? What support did my class year provide? Watch for answers in the next campaign newsletter! MANY OTHER SCHOLARSHIPS are awarded each year to students for outstanding academic achievements, community service, and leadership in their home congregation and community. ■ Robert and Renzo Amaya Torres are scholarship recipients. 13 Strong endowment helps build long-term vision A key measure of an educational institution’s strength is its endowment. It provides ongoing resources for needs now and in the future. Augsburg is focusing its endowment growth in the areas of endowed faculty chairs, endowed scholarships, and ongoing program support. ENDOWED FACULTY CHAIRS Your generous gifts will strengthen the College’s endowment in an area that is relatively new. The College’s first endowed chair, the Bernhard M. Christensen Endowed Fund, named in memory of Augsburg’s president from 1938 to 1962, was approved by the Board of Regents in May 2003. Christensen was a central figure in the growth and development of Augsburg and of countless students and teachers whose lives he inspired personally and professionally. ENDOWED SCHOLARSHIPS By increasing its current level of endowed scholarships, Augsburg can attract talented students and provide access for students of many backgrounds. E. Milton Kleven ’46 and his family are helping to do just that through their most recent gift of $500,000 to fund the first endowed President’s Scholarship. The gift was established in memory of their wife and mother, Dorothy Lijsing Kleven ’47. Joining their father in funding the endowment were Bruce and Maren Kleven, David and Barbara Kleven, Zane and Barbara Kleven Birky, and Philip and Diane Kleven Larson. The President’s Scholarship is prestigious and highly competitive, recognizing only the most academically qualified freshmen entering Augsburg each year. PROGRAM SUPPORT Building the endowment is also essential to sustain the long-term viability of Augsburg’s distinctive programs, including StepUP, Augsburg’s innovative program for students in recovery from substance abuse; Center for Learning and Adaptive Student Services (CLASS); and the Center for Global Education, providing funding over and above what is available from the operating budget. Support for a growing professional development initiative centered on vocation as well as other research and development opportunities for faculty also are needed. ■ A LIFE OF PROMISE IS GIVEN TO OTHERS Just as her life’s adventures were starting to take shape, melanoma cancer took Heidi Huber’s life at age 33. Wanting to honor Huber and help students at Augsburg who dream of a career in education, Huber’s family, which includes her sisters Wendy and Cindy ’01, her parents Barb and Bob, and her grandmother, Esther, worked with Augsburg to determine how to make this happen. Once the goal of establishing a $25,000 endowed scholarship in Huber’s memory was set, her family dedicated memorial gifts, contributed money, and contacted the Curtis L. Carlson Family Foundation for additional assistance. Following in the footsteps of her mother and grandmother, Huber was working at the Carlson Companies at the time of her death. Through the 14 generosity of the foundation and the special efforts of Marilyn Carlson Nelson and Barbara Carlson Gage, family and friends, the Heidi Huber Scholarship will be awarded beginning with the 2005-06 academic year to one or more students with financial need, strong academic achievement, and dedication to the community. Huber graduated from Augsburg in 1992 with a triple major in German, economics, and international business. After graduation, she joined the Peace Corps, serving in Botswana, Africa, until 1996. She then earned her master’s degree in administration, planning, and social policy from Harvard University in 1998. If you have an interest in establishing an endowed scholarship or in contributing to the Heidi Huber Scholarship, please contact Jennifer Kahlow at 612-330-1185. Currently, $25,000 will establish an endowed scholarship at Augsburg. ■ Gifts of Real Estate Benefit Augsburg and Donor BY DAVE BENSON, PLANNED GIVING SPECIALIST Gifts of highly appreciated real estate are often an excellent means for a donor to make a charitable gift to Augsburg College because they allow you to make a gift larger than you thought possible, plus they provide immediate and long-term tax advantages. The first step is to have an appraiser determine the gift value when the property exceeds $5,000. If you give real estate, you receive a charitable deduction for the full fair market value of the property (regardless of its cost basis). The College may then sell the property for its full market value and use the entire proceeds to support its programs. Everyone wins. Here’s an example of how a gift of real estate will benefit Augsburg: The Andersons own 60 acres of farmland past an outer ring suburb. Recently, they were approached about selling 20 acres of their property for $100,000. The land was purchased nearly 20 years ago for $5,000 and, when sold, they will realize substantial capital gains. Mr. and Mrs. Anderson have often thought about making a significant gift to Augsburg College and now it appears this may be an appropriate gift asset to benefit both the College and themselves. By giving the property to Augsburg (that may then sell it to an interested buyer), the Andersons receive a charitable deduction for the full fair market value ($100,000) of the proper- CAMPAIGN GOALS HIGHLIGHTS ty. While their income tax deduction is limited to 30 percent of their adjusted gross income, when filing their taxes, they can claim the gift in the year it was given plus carry forward the allowable deduction for five additional years. Another tax benefit occurs should the Andersons also choose to sell another portion of their land outright. While that sale will have the same capital gains liability, the charitable deduction from the college gift may be used to offset the capital gains obligation on the sale liability were they to sell the land outright. Because your situation will be somewhat different from the Andersons, contact the Development Office at 612-330-1462 for many other gift-giving ideas. Augsburg will provide you with sufficient information so together with your attorney, tax accountant and/or financial adviser you can evaluate your gift giving options. ■ To ensure Augsburg’s transforming education is available for generations to come, Access to Excellence:The Campaign for Augsburg College is focused in the following areas: SCIENCE CENTER A new Science Center and renovation of the existing Science Hall are the centerpieces of the campaign and will strengthen and expand science learning for all. GATEWAY BUILDING The new Gateway Building to be built on Riverside Avenue will link the College and the community. SI MELBY EXPANSION An expansion of Si Melby Hall will accommodate the increasing demands on athletic facilities. ENDOWMENT SUPPORT A strong endowment means the Augsburg model of education will be available to future generations. ANNUAL FUND Increasing the Augsburg Fund will ensure that no talented student is turned away due to financial need. If you would like to support these goals, contact Augsburg’s Development staff for assistance. 15 Help Us Reach our Goal Building a successful campaign involves just the right mix of people, opportunities, and energy. One of those is the outreach of the school’s leaders to encourage others to give of their time, talent, and resources. Augsburg’s leaders are seeking your support through a variety of ways. Help is needed to identify new donors, set strategies regarding cultivation of donors, and assist with cultivation of donors, events, and solicitations. Whether you live in or outside Minnesota, consider hosting cultivation events for alumni and friends of the College. These gatherings, either intimate or large, can be attached to a meal or some type of event, whether on campus, in your home, or some other type of public venue. Development staff will work with you to arrange specifics and carry out the details. It is important to take a role in a student’s life. Think about mentoring and encouraging students to attend Augsburg. Many programs offered at Augsburg aren’t available at other colleges and universities in the immediate area. Augsburg also sits within a vibrant city, which provides opportunities for internships for students and outreach to the community. Discuss with Development staff how to focus your campaign interest. What area of expertise or interest might serve your needs as well as those of the campaign? Determine, too, what fiscal resources you can provide Augsburg. 16 Strong leadership of fully committed and active volunteers is essential to take Augsburg to new levels of achievement. Institutional Advancement and Community Relations staff is sometimes asked whom they should contact with alumni and donor questions. Let us take a moment to introduce them. As always, staff looks forward to deepening relationships with alumni and friends of the College and welcomes hearing from you. SUE KLASEUS, vice president of institutional advancement, has been leading the Augsburg team since June 2001. She is responsible for all fundraising/development, alumni/parent relations, and government/community relations. She also serves as a member of the College’s leadership team on the College Council. Previously, Klaseus served as the associate dean for external affairs at the University of Minnesota, Carlson School of Management. Her background includes more than 20 years of experience in the financial services industry in management, marketing, sales, and communications, and she has extensive volunteer and fundraising experience with nonprofit and community organizations. Klasues hold a B.A. from Metropolitan State University, and master’s degrees from Hamline and Harvard universitites. DEPARTMENT DIRECTORS TRACY BECKMAN, director of government and community relations, joined Augsburg College in September 2003. He served as a Minnesota state senator for District 26 from 1987 to 1999. Most recently he was a lobbyist for the National Farmers Union in Washington D.C. Beckman holds a B.S. from Mankato State University, and an M.P.P. from Harvard. Beckman and his wife, Janel, owned and operated the local hardware store in Bricelyn, Minn., from the early ’70s until 1985. AMY SUTTON, director of alumni and parent relations. Sutton joined the Alumni/Parent Relations staff as director two years ago. She holds a B.S. and M.S. from South Dakota State University and worked there several years in admissions and at the SDSU Foundation where she was the director of scholarship development and administration. Sutton most recently worked as vice president for Friendship Ventures, a nonprofit organization, serving people with disabilities. She and her husband, John, welcomed their first child, daughter Taylor, in February 2004. KEVIN HEALY, director of advancement services, manages our database and gift acknowledgement systems and staff. He joined the Augsburg team in May 2004. Kevin comes from Community Solutions Fund, St. Paul. His experience in processing and disbursement of charitable donations makes him an asset in the area of donor financial reporting and technical support for the Office of Institutional Advancement. SHERRY JENNINGS-KING is the director of corporate, foundation, and government relations and has been with Augsburg College for 20 months. In addition to developing institutional relationships between Augsburg and corporations and foundations in Minnesota and the United States at large, Jennings-King is also responsible for securing federal appropriations through her work with Tracy Beckman. DICK WEILAND, interim director of development, joined Augsburg in April, to fill the shoes of John Knight, until Augsburg selects a new director of development. Weiland owns Weiland Consulting Group and brings 22 years of development experience and a 47-year career in education to the position. Augsburg is benefiting from Weiland’s leadership in meeting goals for major gifts, planned giving, and The Annual Fund. Weiland has successfully led development teams at both the University of St. Thomas and Carleton College. DONNA MCLEAN, director of principal gifts, has served Augsburg College for 19 years in several roles including director of alumni and parent relations, director of The Augsburg Fund and Maroon & Silver Society, and most recently in the area of leadership gift planning. Her deep knowledge of institutional history and long-standing relationships within the Augsburg community are strengths to the College. McLean’s passion for the mission of Augsburg continues to be inspired by the many outstanding and diverse accomplishments of the College’s alumni and friends. DEVELOPMENT OFFICERS PATRICK SHEEHY, senior director of principal gifts, has been on Augsburg’s Development team since 2000 and brings with him 20 years of experience in the field. Sheehy is also the parent of an Augsburg College student. As such, he not only provides expertise in gift planning but also is well versed in the amenities of each dorm. DAVID BENSON, consultant in the area of planned giving, came on board in spring of 2004 to work with new members of the Heritage Society at Augsburg College. Benson is a specialist in the area of estate planning and philanthropy. His approach includes the creative uses of charitable gift options in financial and estate planning that result in win-win strategies for all parities involved. Development staff not pictured KAY AHLSTROM MELISSA BAWEK ’03 JEROY CARLSON ’48 RON MAIN ’56 JENNIFER (ABELN) KAHLOW ’78, director of principal gifts and planned giving, since 1997, Kahlow has helped donors and alumni interested in making a significant difference in the lives of students at Augsburg College. As an alumna, parent, and volunteer she has maintained a close relationship with Augsburg since graduating in 1978. Her focus is on capital campaign gifts, with considerable experience in scholarship giving, estate giving, and gifts of appreciated assets. STEPHANIE MALONE, director of The Augsburg Fund and Maroon & Silver Society, joined Augsburg in January 2004. Malone came to us from the Girl Scouts of Greater Minneapolis. She oversees the Maroon and Silver Society membership, student phonathons, direct mailings, class challenge appeals, and the faculty and staff campaign. PHILIP QUANBECK SR. ’50 STEPHANIE STEWART GEORGE SVERDRUP ’46 SHERILYN YOUNG 17 Thanks, John Knight Called to speak out about disabilities and the church CONTACT US To learn more about Access to Excellence:The Campaign for Augsburg College, please call Institutional Advancement at 612-330-1462 or 1-800-273-0617, or e-mail us at giving@augsburg.edu. For a complete list of Institutional Advancement personnel visit www.augsburg.edu/campaign. INSTITUTIONAL ADVANCEMENT Augsburg College 2211 Riverside Ave. S. Minneapolis, MN 55454 SUE KLASEUS Vice President of Institutional Advancement and Community Relations 612-330-1177 klaseus@augsburg.edu Development DICK WEILAND Interim Director, Development 612-330-1580 weiland@augsburg.edu John Knight receives farewell gift. Development director John Knight left Augsburg in May to answer God’s call to better understand disability through research and writing. During Knight’s five years at Augsburg, he held various positions before taking the helm as development director two years ago. In recent years he has been deeply involved in the management and success of the current campaign. Another of his achievements is the advancement of donor relations efforts at the College. In particular, he improved the system for managing and accounting for gifts. Knight’s current goals with The Pauley Project, named in honor of his eldest son, are to research what the Bible says about disability, write on the subject, and determine ways to include individuals with disabilities in his church. Initially, John’s first two writings will be based on the biblical text of John 9. If you are interested in learning more about The Pauley Project, visit www.thepauleyproject.org. ■ 18 STEPHANIE MALONE Director, The Augsburg Fund 612-330-1179 malone@augsburg.edu MELISSA BAWEK ’03 Assistant Director, The Augsburg Fund 612-330-1652 bawek@augsburg.edu JEROY CARLSON ’48 Senior Development Officer 612-330-1175 SHERRY JENNINGS-KING Director, Corporate, Foundation, and Government Relations 612-330-1386 jenningk@augsburg.edu PHILIP QUANBECK SR. ’50 quanbeck1@augsburg.edu PATRICK SHEEHY Senior Director, Principal Gifts 612-330-1329 sheehy@augsburg.edu Alumni and Parent Relations STEPHANIE STUART Prospect Researcher 612-330-1512 stuart@augsburg.edu AMY SUTTON Director, Alumni/Parent Relations 612-330-1525 suttona@augsburg.edu JENNIFER KAHLOW ’78 Director, Principal Gifts and Planned Giving 612-330-1185 kahlow@augsburg.edu Government and Community Relations DONNA MCLEAN Director, Principal Gifts 612-330-1556 mclean@augsburg.edu DAVE BENSON Planned Giving Specialist 612-330-1616 dbenson@augsburg.edu RON MAIN ’56 612-330-1113 main@augsburg.edu GEORGE SVERDRUP ’46 sverdrup@augsburg.edu TRACY BECKMAN Director, Government and Community Relations 612-330-1575 beckman@augsburg.edu Advancement Services KEVIN HEALY Director, Advancement Services 612-330-1619 healyk@augsburg.edu through the decades BY KRISTIN ANDERSON AND LEIF ANDERSON 1869 Augsburg College is founded in Marshall, Wisconsin. Augsburg’s first president August Weenaas recruits two teachers from Norway—Sven Oftedal and Georg Sverdrup. 1911 George Sverdrup becomes president, proposing to develop college departments with appeal to a broader range of students than those intending to be ministers. 1921 Augsburg considers moving its campus to a suburban location in Richfield, Minn. 1922 Augsburg admits women under the leadership of Gerda Mortensen, dean of women. Sven Oftedal 1872 Georg Sverdrup Augsburg moves to Minneapolis. 1938 Bernhard Christensen becomes president, with his involvement in ecumenical and civic circles making Augsburg a more visible part of church and city life. 1874 President Weenaas and faculty propose three-part plan: train ministerial candidates; prepare future theological students; and educate the farmer, worker, and businessman. The plan stresses that a good education is also practical. 1946 Following WWII, Augsburg leaders expand and improve academic offerings, making the College a larger part of the institution than the seminary. 1963 President Oscar Anderson begins his 17-year term, emphasizing Augsburg’s involvement with city. Augsburg experiences significant campus growth during his years of leadership, including the Christensen Center in 1966 and the Music Hall in 1978. 1980 President Charles Anderson begins a 17-year term, guiding Augsburg to a strong commitment to liberal arts education, diversity in enrollment and programs, and a service-learning curriculum. 1982 Augsburg initates Weekend College programs. 1988 College opens Foss Center for Worship, Drama, and Communication. 1997 Augsburg opens the James G. Lindell Family Library. The StepUP program is founded. 1997 1876 1949 Keeping the vision of the “non-elitist” college, Georg Sverdrup becomes Augsburg’s second president and stresses community involvement, requiring students to get experience in city congregations. Science Hall is built. 1954 Augsburg College is granted accreditation, although many alumni had entered graduate schools and teaching positions much earlier. 1879 1963 William V. Frame becomes Augsburg’s president, sharpening the College’s identity as a college of the city, providing an education grounded in vocational calling as articulated in Augsburg 2004. 2000 Augsburg holds first graduation ceremony. 1890 Augsburg leaders form the Friends of Augsburg, later called the Lutheran Free Church—a group of independent congregations committed to congregational autonomy and personal Christianity. Augsburg Seminary moves to Luther Theological Seminary in St. Paul; the Lutheran Free Church is merged with the American Lutheran Church. Augsburg establishes a branch campus in Rochester, Minnesota. 2003 Alumnus Peter Agre ’70 awarded the Nobel Prize in Chemistry. 2004 Augsburg launches a $55 million capital campaign. 19 SAVE THE DATE 2004 FALL/WINTER EVENTS—PRELIMINARY LIST AUGUST 31 Ice Cream Social 50th Class Year Reunion and Volunteers Augsburg House NOVEMBER 14 “Thanks” giving Scholarship Brunch Endowed scholarship recipients and donors Christensen Center on campus OCTOBER 9 Homecoming All campus See www.augsburg.edu for the latest on Augsburg’s events. DECEMBER 3 Velkommen Jul Christensen Center on campus DECEMBER 3 & 4 Advent Vespers Central Lutheran Church Minneapolis, Minn. NOTEWORTHY A recipe for job success In an eight-week program this summer, the Campus Kitchen at Augsburg College prepared nine trainees from the community with job readiness skills to help them pass the Food Manager Certification Examination and to get jobs in the food services industry. Global partners in the classroom Through a U.S. State Department grant, Augsburg will offer a fall classroom course, Exploring Human Service in Global Context, via the Internet and interactive video in partnership with universities around the world. Rosemary Link, social work professor and project curriculum director, and Robert Bill, liaison for computing and project technology director, traveled to Ljubljana, Slovenia, and Mumbai, India, during July to meet with professors there for curriculum planning and technology testing. A fourth country will be added in late summer. New turf for the athletic field Over the summer, the existing Astroturf on Edor Nelson Field is being replaced by Sprinturf, a “next-generation” synthetic grass surface. The turf is laid over an infill of rubber and sand on the current asphalt base. Athletic teams will begin to use the new surface at the end of August. Former regent honored by Norwegian government Lawrence O. Hauge, Augsburg regent from 1976-88, received the Knight’s First Class of the Royal Norwegian Order of Merit. The honor ceremony took place in Minneapolis on May 17; Hauge was recognized for his efforts to maintain and strengthen the close relationships between Norway and the U.S. Similar honors were conferred upon President Frame in 2002, International Partners director Nadia Christensen in 1996, and President Emeritus Charles Anderson in 1993. Spring/Summer 2004 Augsburg launches MBA program T wo cohorts of students begin classes in September as part of Augsburg’s sixth and newest graduate program—a Master of Business Administration. Students remain together in small group cohorts throughout the 21-month part-time program. Classes meet one evening per week with some Saturday workshops. The curriculum emphasizes core business principles with relevant real-world applications, including special career workshops and a practical field study project. Drawing on the strength of Augsburg’s Master of Arts in Leadership, the MBA curriculum begins and ends with an Executive Leadership course, and weaves the thread of transformational leadership throughout the program. Students will receive a very personalized education, drawing on the strength of the cohort model in encouraging close faculty mentorship. In addition, as teamwork is developed, students will build close relationships with fellow students, who bring varied backgrounds and experiences to the program. In order to apply, students must have two years of work experience and must take the Graduate Management Admissions Test (GMAT). For more information about the MBA, go to <www.augsburg.edu/mba> or call Graduate Admissions at 612-330-1101. A ‘bridge’ into college Nineteen incoming freshmen are getting a four-week jump to help them ease into college academics and campus life. The 2004 Summer Bridge program is funded by the Student Support Services (SSS) program, one of three TRIO programs to help students overcome class, social, and cultural barriers to complete their college education. Funded by the U.S. Department of Education, the SSS program is committed to helping low-income, first-generation college students and students with disabilities achieve a bachelor’s degree. During the morning classes over four weeks, students will take two courses: Introduction to Liberal Arts, and Christian Vocation and the Search for Meaning. Students also take a supplemental instruction course, attend academic support seminars and workshops about Augsburg College and college life, and enjoy social and cultural activities. 3 COMMENCEMENT 2004 The 135TH YEAR of Augsburg College photos by Stephen Geffre ELSA MAXWELL RECEIVES MARINA CHRISTENSEN JUSTICE AWARD Mathew Shannon, who graduated with a B.A. in arts and entertainment business promotion, pauses to enjoy the beautiful spring day. A graduate kisses her baby before lining up to process to Melby Hall for the Commencement ceremony. Elsa Maxwell, an international relations and Spanish major with a peace and global studies minor, was selected as the 2004 recipient of the Marina Christensen Justice Award. Each year, this honor is presented to the graduating senior who best exemplifies Augsburg’s motto “Education for Service.” The student must have demonstrated a dedication Elsa Maxwell (left), recipient of the Marina to community involvement as Christensen Justice Award, poses with Mary Laurel characterized by the personal and True (right), associate director of Augsburg’s Center for Service, Work, and Learning. professional life of Marina Christensen Justice, who courageously and effectively reached out to disadvantaged people and communities. Maxwell, from Duluth, has carried out a wide range of activities over the course of her Augsburg career that led to her being selected for this special award. Among them is activism in Latin American politics, farm policy, and environmental issues as well as extensive on-campus involvement in both music and Spanish. She has combined her class work and campus activities with work in the community as both a volunteer and organizer, especially at the Cedar Cultural Center. While at Augsburg, she also worked at an organic farm, putting her values to work in sustainable agriculture. She spent two semesters in Chile and Central America, serving as a translator and focusing on issues of social justice and sustainability. And, her senior honors thesis was an insightful study of the impact of NAFTA on corn farmers, both in Mexico and in the United States. She has played a key role in the annual “Action at Augsburg” day and helped organize Augsburg’s Coalition for Student Activism. A faculty letter of nomination, written by Joe Underhill-Cady, stated: “Elsa showed up as a freshman ready to be involved and already politically aware, immediately immersing herself in both campus and community activities. Now, as she prepares to leave Augsburg, she will be sorely missed, but she already has plans to continue her social and political activism, having applied to work for ‘Witness for Peace’ in Latin America.” REPRESENTATIVES FOR THE 2004 COMMENCEMENT ‘FUN FACTS’ ❚ Danielle M. Semling, representing graduate students 3155 Attended the Commencement ceremony 42 Plants ❚ Sarah A. Prozinski, representing day students 2475 Chairs set for the weekend’s activities 2 Pastors ❚ Barbara A. Forshier, representing weekend students 505 Served for brunch 1 Organist 376 Served for dinner 1 Drummer CLASS OF Spring/Summer 2004 18 Flags 27 AUGGIE THOUGHTS IN 1924, Augsburg College was in the midst of great change…and great promise. The first woman had graduated one year earlier, the College was transforming from a divinity school to a modern American college, and there was a great buzz about relocating the College to the suburbs of Minneapolis. As Augsburg launches into a campaign to build new structures and extend its vision and programs, we pause to listen to the editor’s voice of The 1924 Augsburgian—a time 80 years ago that seems not so different from our own. Note that among the yearbook staff pictured is the young intermediate seminary student Bernhard M. Christensen, future Augsburg president. The 1924 Augsburgian As in many other tasks which one begins and works with for some time, it is with some feeling of relief that we are nearing the completion of our work with The 1924 Augsburgian. We have tried to arrange a book which would be a credit to the school it represents, one which would include ideas and pictures that could be enjoyed not only by the students who have been at Augsburg during the past two years, but also by the men and women who during the past 55 years have attended school here or have in some way been connected with Augsburg. In the present increase in attendance at various educational institutions Augsburg has not been left out. We are growing rapidly. The question in regard to location and room will soon not be how much longer we have to stay here, but how much longer we can stay here. We have talked about a greater Augsburg. Now that we are increasing in numbers and have developed more comprehensive curricula will we be willing to assume the responsibilities which come with the greater Augsburg? Some of Augsburg’s friends have already provided suitable grounds for the New Augsburg. A place to build, however, is not enough. We must also have the means whereby buildings may be constructed. We believe that our people will continue to support our school. In so doing they will rise to new victories when they see new fields to conquer. It is the wish of the editorial staff of The 1924 Augsburgian that this biennial may be an instrument in helping people to realize that our school is doing a great work, an important work; that the things which are valued here are those which help young men and women to take their places in the world as contenders for Christian principles in theory and practice, and for personal life in Christ. — Caleb H. Quanbeck ’21 Academy, ’24, Editor 44 Spring/Summer 2004
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Title: Augsburg Now Summer 2005
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Summer 2005 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 4 EEditor’s DITOR’Snote NOTE Staying connected I t seems the talk everywhere is about being “connected.” There’s the daily media buzz about camera phones, text messagi...
Show more A P U B L I C AT I O N Summer 2005 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 4 EEditor’s DITOR’Snote NOTE Staying connected I t seems the talk everywhere is about being “connected.” There’s the daily media buzz about camera phones, text messaging, chat rooms, etc., but here on campus the conversations focus more on meaningful ways to help our alumni stay connected to the College. While I was thinking about all of this, we received the sad news of the death of Augsburg’s President Emeritus Oscar Anderson. It was a quote included in a newspaper article that sparked more thinking about connections. In 1983, while speaking about liberal arts education, Anderson said that students needed to be as familiar with Captain Ahab in Moby Dick as with the computer HAL in 2001: A Space Odyssey. “The computer is an extension of the brain, not a substitute for the mind.” To me, this really tells us that as we become more proficient in maintaining the technological connections, we should remember that it’s the fostering of deeper relationships that make people want to stay involved in the life and future of Augsburg. It’s the difference between being brain-connected and being heartconnected. Like family members who grow up and move away, we hope our students will leave us wanting to stay involved in what goes on at this place. We hope this relationship begins with the very first impression a high school junior gets as he or she is led around campus, and with each stop increasingly thinks, “This is the place I really want to be.” Or, when a full-time nurse or a stayat-home mom hangs up the phone, excited about the prospect of finishing college after receiving lots of encouragement from an admissions counselor. Once students are on campus, they discover many opportunities to forge this kind of relationship—with classmates, with athletic teammates, with professors in classrooms and labs, with academic advisers, and with people they meet as they explore the world off campus. Each year at Commencement, we send off our graduates confident that they’ll take their learning in directions that bring meaning to their lives. We fervently hope they stay in touch. After that the connections become more tenuous. Work and family life take over, and again we hope that somehow Augsburg fits into their careers and activities. This summer issue of the Now speaks to this whole process of building Augsburg relationships and keeping the “family” connected. You’ll share the excitement of the 600 graduates we sent off in May with Augsburg diplomas. You’ll be encouraged to return to campus for Homecoming festivities to catch up with old friends and connect with our current students. In the feature stories, you’ll meet bright, young music scholars who have graduated and followed their hearts and talents to places far and near. You’ll also meet students and faculty in our Mathematics Department, and learn how math studies and career exploration go hand-in-hand in a very personal process. And, you’ll read about some very remarkable donors to our Access to Excellence campaign—both Augsburg alumni and others—who are committed to building exceptional opportunities for future students. Alumni president Bill Vanderwall sums it up at the end of his column, “Be connected—stay connected!” And I’ll add, “Stay heart-connected!” Betsey Norgard Editor Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 Postmaster: Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu 12 A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Summer 2005 Vol. 67, No. 4 FEATURES 21 Finding the right career formula by Betsey Norgard 25 Following the Hognander Scholars by Jessica Brown 10 12 16 2005 Fifth Annual International Photo Contest Commencement 2005 Vision, news from Access to Excellence: The Campaign for Augsburg College DEPARTMENTS 21 2 Around the Quad 8 Sports 28 Alumni News 30 Class Notes 35 In Memoriam 36 Auggie Thoughts inside back cover Homecoming 2005 Preview On the cover: Three education students enjoy the serenity of the Quad to study after their summer school class. 25 Photo by Stephen Geffre. 50 percent recycled paper (10 percent post—consumer waste) AROUND QUAD Around THE the Quad President Frame announces retirement in 2006 Augsburg News Service W illiam V. Frame, who has served as president of Augsburg College since the summer of 1997, has announced plans to retire in the summer of 2006 following completion of his current term. In letters to regents and colleagues and in a talk before a gathering of staff and faculty on the campus, Frame said that he and his wife, Anne, have found the work both rewarding and demanding, with the principal rewards being a deeper understanding of the Lutheran idea of vocation and of the educational regimen that it requires. He saluted faculty, staff, regents, and other supporters of the College as “true partners” in his presidency. “Our work together has helped us draw Augsburg to new levels of recognition for advancing the cause of Lutheran higher education in the city and in the global society of the 21st century,” he said. “Together, we have brought new life and utility to Luther’s idea of vocation, and have organized our general education curriculum and now our graduate programs around this grand idea of the ‘called life of service.’ “Augsburg plays a unique role in the world of Lutheran education. Its service to the city, to the provision of accessibility to first-class educational opportunities for both traditionally-aged students and working adults, and its regard for faith and reason as interactive and mutually reinforcing modes of understanding gives us a special mission which you have helped us to see and pursue. No doubt my successor will rely as heavily upon your counsel and support as have I.” Jean Taylor ’85, president of Taylor Corporation and chair of the Augsburg Board of Regents, said she expects the search for the new president to occupy most of the next year. She has appointed H. Theodore Grindal ’76, partner in the law firm of Lockridge Grindal Nauen P.L.L.P. and vice-chair of the Augsburg board, to lead the search. Frame, who is the 10th president in Augsburg’s 136-year history, said that while much has been accomplished, he expects his final year to be filled with projects and opportunities. Among those is his continuing work on the College’s $55 million Access to Excellence: The Campaign for Augsburg College, kicked off in April 2004. Some $41 million has been raised toward that goal, the largest in the College’s history. Prior to joining Augsburg, Frame was vice president for finance and operations at Pacific Lutheran University in Tacoma, Wash. He has been a strong proponent of William V. Frame the tradition of Lutheran higher education, which he believes is based on the ideas of vocation and service and requires ongoing dialogue between faith and reason. His advocacy for vocation also has led to his national leadership among college presidents, currently serving as project director for the Council of Independent Colleges’ program designed to guide both current and prospective presidents in reflection about each leader’s sense of calling and its intersection with institutional mission. He also has taken leadership roles with the Minnesota Private College Council—as chair during the 2004-05 academic year—and the Minnesota Campus Compact. A L U M N I A S K E D T O S U B M I T N A M E S O F P R E S I D E N T I A L C A N D I D AT E S The Augsburg College Presidential Search Committee is continuing to seek names of potential candidates for the presidency and especially wants to hear from Augsburg alumni, parents, and close friends of the College during this process. Names of suggested candidates should be sent to Dr. Thomas B. Courtice of the Academic Search Consultation Service, Washington, D.C., who is assisting with the search. Nominators or prospective candidates may contact Courtice at <tom.courtice@academic-search.org> or at 614-405-9209. 2 Summer 2005 David Tiede named to first endowed chair D avid Tiede, president of Luther Seminary for 18 years, has been named to the Bernhard M. Christensen Chair in Religion—the first endowed chair in Augsburg’s history. Known as one of the Evangelical Lutheran Church in America’s preeminent theologians and educators, Tiede was selected following a nationwide search by the College. He earlier had announced his intention to retire from the Luther presidency in May 2005. His appointment to Augsburg begins in the 2005-06 academic year. The chair honors Bernhard M. Christensen ’22, the seventh president of Augsburg College and Seminary from 1938-62 and a central figure in drawing Augsburg fully into the study of liberal arts. Augsburg Seminary was later merged with Luther Seminary. In announcing the selection, Augsburg President William V. Frame noted, “David Tiede is a champion of the Augsburg ideals of vocation and service to the city. These ideals, along with Augsburg’s increasing attention to its role as a college of the church and in a global society—including the formation of a new Center for Faith and Learning under the auspices of our Lilly Endowment grant—were keys in attracting him to this new position.” As the Christensen professor, Tiede will carry out research and writing, including focus on Christensen’s legacy and work. He also will lecture and conduct on-campus workshops, represent the College at various events sponsored by the Indianapolis-based Lilly Endowment Fund, work with Augsburg students who have been designated as “Lilly Scholars” and who have demonstrated an interest in studying for ministry, and will seek ways to strengthen the College’s ties to key Christian leaders and communities. In accepting the position, Tiede noted, “Since the days of President Bernhard Christensen, Augsburg College has had a vision of academic excellence for the sake of vocation in the world. Summer 2005 Now faculty, graduates, and administrative leaders are bringing renewed focus, discipline, and strength to this vision. I am grateful the Christensen Chair will allow me to join them in helping make it happen.” Inez Schwarzkopf, former Augsburg regent and chair of the College’s Christensen Endowment Fund Committee, said Tiede graces the Christensen chair with a wide reputation as a scholar, a leader, and a churchman. “We are delighted that he has accepted this new challenge,” she said. “At the same time, the appointment honors Dr. Tiede by association with Augsburg’s solid legacy of scholarship, Christian spirituality, service, diversity, and ecumenism as embodied in the life and work of Bernhard M. Christensen.” Christopher Kimball, provost and dean of the College, who co-chaired the search committee with Schwarzkopf, said, “Tiede provides the College with a voice in the national conversation about the importance of church-related—in particular Lutheran—higher education. So, we are fortunate to have someone of that stature join the faculty.” Tiede’s teaching career began in 1967 as a summer instructor in Greek at Harvard Divinity School, where he became a teaching fellow in New Testament in 1969. Ordained in 1971, he served as associate pastor of Trinity Lutheran Church, Minneapolis, from 1972-75. In June 2000 he was elected vice president of the Association of Theological Schools (ATS) in the U.S. and Canada. Two years later, he was elected president of ATS. He serves on the board of directors for In Trust magazine. Courtesy of Luther Seminary Augsburg News Service David Tiede, retiring president of Luther Seminary, is Augsburg’s first Bernhard M. Christensen Professor of Religion. Tiede earned the B.A. degree from St. Olaf College, attended Princeton Theological Seminary, and received the B.D. degree from Luther Seminary in 1966. He earned the Ph.D. degree from Harvard in 1971 and began his career at Luther that same year, teaching New Testament, his specialty. In addition to ten books and textual notes, he has written dozens of scholarly articles and book chapters, done a number of audio and video productions, and served on numerous boards and committees for the church, in national and international religious organizations, and throughout the Greater Twin Cities. For the past three years he has been the initial chair of the new consortium, Faith in the City, composed of seven Lutheranbased organizations working collectively and with others to contribute to the wellbeing of the community. Oscar Anderson dies at 89 As Augsburg Now goes to press, we sadly report the death of President Emeritus Oscar A. Anderson, Augsburg’s eighth president, from 1963-80. Read the news release at <www.augsburg.edu/news/news-archives/2005/oscaranderson.html> and see the complete story in the next issue. 3 Around the Quad Larry Crockett recognized for Honors Program leadership omputer science professor Larry Crockett, who directed the Honors Program from 1988 through this past academic year, was honored by the College for his service and vision for the program over 16 years. Crockett will be on sabbatical leave during spring 2006 and return in the fall to teach in the Honors Program and computer science department. “His vision for the Honors Program has shaped its curriculum and the intellectual lives of its students,” said academic dean Barbara Edwards Farley at the April recognition gathering. “Establishment of the Honors Suite gave students a place to call their own; and Larry’s work on the Honors Web page and contributions to the National Collegiate Honors Council have brought the College national recognition,” she continued. For several years, Augsburg’s Honors Program Web site was the top-ranked honors page at both Google and Yahoo. Christopher Kimball, provost and dean of the College, said that Crockett “cares deeply about ideas, particularly those that should shape and be shaped by a liberal arts education.” Kimball recalled a conversation in which Crockett lamented that faculty only gather to take care of questions of governance and legislation, and no longer to converse about ideas. “We never talk about the important stuff,” Kimball recalled Crockett saying. “Those are the things that got all of us into academia.” Crockett’s teaching crosses disciplinary boundaries—computer science, philosophy, history of science, theology, and history. He has served in the clergy of the Lutheran church, and is currently a priest in the Episcopal church. Both former and current students testified to the impact that Crockett’s sometimes unorthodox, but always challenging, teaching made in their education. Erica Huls ’01 recalled the first day of Honors 101 when students were asked to 4 Staff photo C Larry Crockett catches up with former Honors Program students Erica Huls ’01 (left) and Stephanie Lein Walseth ’00 (right) at the reception honoring his leadership and service to the program. count the ceiling tiles in the classroom, before pondering why it was that people don’t sit around all day doing that. She said that Crockett’s goal was to teach them how to think, to make and defend arguments, and to find fallacies in others. “The program wanted us to look at subjects like religion, science, and technology, and see how they could live and work together, just as they live and work together in Dr. Crockett’s person,” she said. Senior Eric Dunens spoke about community. “[Crockett] created a program that surrounds its participants with the best Augsburg has to offer. He’s created an honors community that challenges its participants to reach their potential. He’s also created an honors community that encourages students to interact with other students and create a real community on campus.” Crockett participated on the Honors Program Design Team to develop a new proposal for the Honors Program. The proposal was approved by the faculty, and Crockett has worked with the team implementing the program, along with Robert Groven, the new Honors Program director. Bob Groven named Honors Program director Augsburg News Service R obert Groven, associate professor of communication studies, has been named to a threeyear term as director of the Honors Program. Groven holds a Juris Doctorate from the University of Minnesota Law School and a Master of Arts in speech communication from the University of Minnesota. He is a 1989 graduate of Concordia College-Moorhead, where he participated in the honors program in humanities. Groven, who has been a member of the faculty since 1997, also is director of Augsburg’s award-winning forensics program and has led it to national prominence in recent years. In announcing the appointment, Christopher Kimball, provost and dean of the College, said, “Dr. Groven’s philosophy of education, his vision for an honors program education at Augsburg, and his commitment to student development and community building make him an excellent choice to assume leadership of the program.” Kimball noted that an Honors Program Council will be established this year to work with the new director to guide the development of the recently revised program. Kimball said that the Honors Program—as noted in its operational statements—both celebrates and enhances the signature elements of Augsburg’s Core Curriculum: Christian vocation, global citizenship, the importance of service, the value of diversity, and the role of the city in framing the College’s beliefs and values. About 115 students participate in the program each year. Summer 2005 Making room for mental illness P rofessor Dan Hanson’s family has struggled for a decade to understand and care for their mentally ill son and brother, Joel. The road has been difficult and, at times, seemingly hopeless. Hanson has transformed that journey into a book that aims to give hope and support to countless other families who also never expected to find themselves in this situation. At age 20, Joel Hanson was diagnosed with severe schizophrenia, and believes that he is God. He lacks the insight to understand why others can’t share his delusion and why he must inhabit his different reality alone. If he discontinues his court-ordered medication, he stops eating and drinking, and becomes severely ill and dehydrated. Dan Hanson explains that his book, Room for J: A Family Struggles with Schizophrenia, evolved in several ways. The simplest is that it started out as a personal journal. “Writing is often my way of dealing with difficult situations,” he says. “[My books] always emerge out of my own struggle.” As Hanson and his wife, Sue, sought care and support for Joel, they also began to consider a book that would help other families navigate the social services system, as well as deal with the sense of loss for a loved one who has become a totally different person. And, thirdly, Hanson wanted to include Joel’s own voice, his own writing about his self-identity, to demonstrate how he, too, Professor Dan Hanson struggles with family and others who don’t acknowledge or understand him for the person he believes he is. The book presents journal entries of the Hanson family members. They talk about good times, even during Joel’s illness, when the Joel they know shines through while out fishing or playing with a nephew. But there are also the most difficult times, when they fear for Joel, when he becomes psychotic, when they must confront him to force commitment, or when they discover he’s gone off medication and disappeared. What the Hansons and other families learn and face is that society does not deal adequately with mental illness. Many institutions and asylums were closed in order to mainstream the mentally ill into society, but the reality is that the programs by Betsey Norgard and support to accomplish this are severely underfunded and understaffed. Some end up reinstitutionalized in nursing homes, prisons, or state hospitals not designed to treat them—or they end up on the street and helpless. Ultimately, Hanson says, Room for J is about making room for Joel in the family, as well as challenging society to make room “for all our Js, and to find ways to do a better job of providing community-based programs that integrate people who cope with severe mental illness back into the community so they feel respected, yet are given the right kinds of program to survive and even thrive in the social structure.” Room for J has been welcomed and critically acclaimed. It was recognized as a “highlighted title” on an independent publisher’s Web site. Hanson appreciates hearing from others who find comfort in understanding that they need not face their challenges alone. Dan and Sue Hanson spoke about the book and insights the family has gained on Minnesota Public Radio’s “Speaking of Faith” program on July 17. That program can be heard at <speakingoffaith. publicradio.org>. Room for J: A Family Struggles with Schizophrenia was published last year by Beaver’s Pond Press. Augsburg gains a provost and three new deans Christopher Kimball Summer 2005 Barbara Edwards Farley Ann Garvey Julie Olson Last September, as part of a restructuring of the College administration, Christopher Kimball became Augsburg’s first provost, as well as continuing as dean of the College. In further changes to the Academic and Student Affairs division, three positions of dean were created. Barbara Edwards Farley became academic dean, while Ann Garvey is now dean of students. Formerly, both positions were associate deans. Julie Olson ’98, ’05 MAL , formerly director of the Enrollment Center, is the new dean of enrollment management, with responsibility for the Enrollment Center; day, weekend, and graduate admissions; and public relations and communication. 5 Around the Quad Music therapy celebrates past, present, and future by Jessica Brown F aculty, alumni, and friends of Augsburg’s music therapy program gathered in April to celebrate its 30th anniversary. They reflected on the growth of the program, affirmed a leading role for music therapy across many careers and vocations, and proposed a vision for its continued growth. The original vision for music therapy at Augsburg was that of longtime music department chair Leland Sateren ’38, who asked Prof. Robert Karlén to attend a national conference in this emerging field. Karlén was impressed, and invited Roberta Kagin to teach the first music therapy courses. She was eager. “As a college student,” she said, “I saw a demonstration by a talented composer and pianist who asked handicapped children to walk across the room to the beat of her piano music. If music had the power to influence the way these children could move, what else might lie in its power?” Today, Augsburg’s more than 100 music therapy graduates live around the world and work in a wide variety of careers and fields that serve people of all ages and needs—working with disabled children to maximize their learning potential, helping elderly people remain active and engaged, and combining music with many forms of treatment and therapy to promote healing and wellness. Keynote speaker Cheryl Dileo, from Temple University, recounted personal experiences from her career in which music therapy is introduced in situations of death and dying, i.e., of aiding people in the transition from life to death. Where communication can be difficult among family members, Dileo says, “songs help families express all the love they hold in their hearts to the dying patient,” as well as provide spiritual affirmation, healing, and a musical legacy. Speaker Bill Bowen spoke personally about the value of music therapy to 6 people with physical and cognitive challenges. He told of the instrumental role that music therapy and Professor Roberta Kagin played in the remarkable progress of his son, Edward “Major” Bowen, following surgery to remove a brain tumor. Kagin, honored as one of the original architects of the program and its current director, presented a slide presentation and oral history of Augsburg’s music therapy program and affirmed its place in Augsburg’s curriculum. “The music therapy major is firmly and without apology steeped in a liberal arts education,” she said. Students study a four-year liberal arts course, followed by an intense six-month internship with a music therapist. Above all, music therapy touches a very basic human need for creative expression. Kagin also spoke about music therapy within a Center for Creativity and Transformational Learning envisioned at Augsburg. In addition, a master’s degree in music and medicine is under consideration. Augsburg remains the Each year Augsburg music therapy students join with VSA Arts of Minnesota in a music festival for developmentally disabled children. only music therapy program among Minnesota’s private colleges. For information about music therapy at Augsburg, contact the Music Department at 612-330-1265. Jessica Brown is a communication specialist in the Office of Public Relations and Communication. 2005 teaching and learning distinctions The 2005 awards for Distinguished Contributions to Teaching and Learning have been announced by the Center for Teaching and Learning and the Office of the Provost. TEACHING— Kristin Anderson (standing), associate professor, art ADVISING/MENTORING— David Wold (seated, left), College pastor and director of ministries, and Sonja Hagander (seated, right), associate College pastor SERVICE TO STUDENTS— Wendi Wheeler (seated, center), Weekend College academic coordinator Summer 2005 Terry Lewis retires from PA program T erry Lewis, clinical site director and faculty member of Augsburg’s physician assistant program, retired from Augsburg at the close of the 2004-05 academic year. He joined the PA program in 1995 as clinical coordinator, having spent several years prior as a physician assistant in the military. Lewis received his initial PA training in 1977 from the U.S. Army/Baylor University PA Program in Texas. He went on to receive his bachelor’s degree in 1983 from Siena Heights University in Adrian, Mich., and his Master of Physician Assistant Studies in 2002 from the University of Nebraska. “Terry and I [joined Augsburg] when this program was new,” says Dawn Ludwig, PA program director. “Terry’s wisdom has been invaluable to me as this program was molded into the premier program it is today. … He is a kind and patient person and I will miss him greatly.” Over the course of his career in the physician studies field, Lewis has received numerous honors and awards, including the U.S. Army PA of the Year in 1990, presented by the surgeon general, as well as 40 additional military honors. He has presented numerous presentations around the world, and his work has been published in several PA reference works. Not one to stand still—even in retirement—Lewis has signed a one-year Getting the project done right P roject management is carried out in all kinds of organizations; and across the board, advances in computer technology and globalization of the workforce have required everyone to become smarter about managing work and resources. Within information technology, it has become a highly specialized field that others are beginning to notice. Business Administration professor Kathy Schwalbe has published a textbook, Information Technology Project Management, now in its fourth edition, that incorporates the guidelines of the Project Management Body of Knowledge (PMBOK), information that the Project Management Institute (PMI) uses as the basis for its certification. Even while the book is aimed at IT students, it is not so advanced to preclude others who could benefit from principles of good planning and management. After teaching a project management course for several years, Schwalbe decided to tackle the project of writing a book the way she would like it, using the PMBOK Guide as a basis and Summer 2005 by Lynn Mena Professor Terry Lewis contract with a small rural health clinic in Melba, Idaho (population 497). by Betsey Norgard advances in the field and updating Microsoft Project software. At her publisher’s request (Course Technology, a branch of Thomson Learning), she is also working on a new project management textbook, not geared toward Professor Kathy Schwalbe information technology projects, to be published including many examples in late 2005. and exercises to help Within the past two students understand and years, the second edition apply project management. Information Technology of Schwalbe’s book has Project Management, In every chapter, case been translated into translated into Japanese studies—both successes Chinese and the third and failure—feature actual edition into Japanese, applications of the project management reflecting the growth and interest framework. A companion Web site worldwide in the project management includes template files for creating profession. various project management documents, A senior project manager for IBM notes, quizzes, case studies, and links. In Germany commented that global IT five years sales of the book have companies—especially in Japan, China, exceeded 120,000 copies. and India—are creating career models On her Web site, Schwalbe explains for project managers based on PMI her intent to release a new edition of the certification credentials. book every spring, continually adding 7 Sports Augsburg nets record number of academic All-Americans by Don Stoner A Charles Walbridge ugsburg student-athletes set a new milestone for academic performance this season, as a record four athletes earned ESPN The Magazine Academic AllAmerica honors from the College Sports Information Directors of America (CoSIDA). Senior wrestler Mark Matzek and junior Ryan Valek earned Academic AllAmerica men’s at-large honors, while junior baseball player Darren Ginther and track and field/cross country senior Riley Conway earned Academic AllAmerica honors in their respective sports. Four Auggie All-Americans represents the most ever in a single year. Since 1981, Augsburg student-athletes have earned 17 Academic All-America honors from CoSIDA. Matzek, a first-team men’s at-large Academic All-America honoree, is profiled in the story about honor athletes on page nine. Ginther, a first-team Academic AllAmerica selection in baseball, is a secondary education/social studies major with a 3.81 grade point average (GPA). He also earned All-Minnesota Intercollegiate Athletic Conference honors as well as American Baseball Coaches Association/Rawlings AllMidwest Region second-team honors in 2005. As the Auggies’ No. 2 starting pitcher, he finished as one of the top hitters in the MIAC this year, and was Darren Ginther Ryan Valek Riley Conway Augsburg’s fourth .400 hitter since 1988. Conway, a second-team Academic Cross Country Coaches Association All-America honoree, was the Auggies’ top Scholar All-America honors his senior year. runner in all seven cross country Valek was a third-team men’s at-large competitions in 2004, earning all-region Academic All-America honoree. He earned honors at the 2004 NCAA Division III wrestling All-American honors for the Central Regional in November. At the second time in 2004-05, finishing second MIAC championships in October, he nationally at 165 pounds. earned all-conference honorable-mention Valek is an accounting major with a honors. 3.789 GPA. He has earned National In track and field, Conway earned Wrestling Coaches Association Division III All-MIAC honors at the outdoor Scholar All-America honors in both 2004 conference championships in May. In the and 2005. indoor season, Conway set a school Top student-athletes from non-Division record as part of the distance-medley I programs, who have already earned relay squad. Academic All-District first-team honors, Conway had a perfect 4.000 GPA and are eligible for inclusion in the ESPN The graduated in May summa cum laude with Magazine Academic All-America program. an English major. He was an Academic They must have a GPA above 3.20 (4.0 All-MIAC selection his junior and senior scale) and have outstanding athletic years in both track and field and cross credentials. The Academic All-America country, and earned NCAA Division III ballot is voted on by a committee of CoSIDA members. In addition to the four Academic AllAmericans, Augsburg had three other student-athletes earn ESPN The Magazine Academic All-District V honors, saluting the top student-athletes in a four-state area of the Midwest. Senior women’s hockey players Lauren Chezick and Laura Prasek were named to the Academic All-District V women’s at-large second team, and junior Millie Suk earned Academic All-District V first-team honors in women’s soccer. For a full list of Augsburg 2004-05 athletic award-winners, go to <www.augsburg.edu/athletics/sportsnews/ 0405athleticawards.html>. Augsburg wrestler Mark Matzek controls Wartburg’s Tyler Hubbard en route to a 4-2 win in a dual meet in February at Si Melby Hall. Matzek repeated as NCAA Division III national champion at 133 pounds in 2004-05. 8 Don Stoner is sports information coordinator. Summer 2005 Eight senior athletes are honored A ugsburg College honored eight senior student-athletes for 2004-05. Athletic awards are voted on by coaches in Augsburg’s men’s and women’s athletic departments. Five Auggies were named Honor Athletes, the highest honor the College gives its senior student-athletes for accomplishment, leadership, and character on the playing field and in the classroom. Three Auggie student-athletes were named Men’s Athletes of the Year. 2004-05 AUGSBURG HONOR ATHLETES Lauren Chezick rewrote the record book in women’s hockey at Augsburg. A three-year captain on teams that qualified for conference playoffs in three seasons, Chezick earned MIAC Player of the Year and American Hockey Coaches Association Division III All-American honors. Chezick was named to the Dean’s List five semesters and graduated with a 3.562 grade point-average (GPA) and a prelaw/communications major. She volunteered for Habitat for Humanity and served as a student-athlete mentor. Joe Cullen earned honors in both football and wrestling. In football, Cullen earned All-MIAC first-team honors in 2004 after honorable-mention honors in 2002 and 2003. In wrestling, Cullen earned NCAA Division III All-American honors in the 2003-04 season. He earned the wrestling team’s Auggie Award his senior season. Cullen was a mathematics major with a 3.500 grade-point-average. He has also earned numerous national and conference academic honors in both football and wrestling. Hannah Dietrich was a four-year member of both Augsburg’s cross country and track Summer 2005 and field teams and played women’s hockey two years. In cross country, Dietrich was a team captain and No. 3 runner her senior season. In track and field, Dietrich was a top middle-distance runner, earning three MIAC championships. In 2005, she qualified and competed at the national outdoor meet in the 1,500-meter run. A psychology major with a 3.672 GPA, she graduated with departmental honors in psychology, national honor and leadership society recognition, and numerous academic athletic and leadership awards. In 2004, she was voted Homecoming Queen. Adam Hoffmann, a three-year offensive line starter in football, was named to the Division III Preseason AllAmerica team by the D3football.com Web site in 2004, and was named to the Football Gazette Division III All-West Region third team at the conclusion of his senior campaign. A two-year captain, Hoffmann was voted the team’s top lineman by his teammates for three years, and earned the team’s highest honor, the Edor Nelson Auggie Award, in 2004. Hoffmann graduated with a 3.770 GPA as a finance major. He was an Augsburg Presidential Scholar and a student-athlete mentor. Mark Matzek, one of the top lightweight wrestlers in school history, won national titles at 133 pounds his junior and senior campaigns, while earning NCAA Division III All-American honors three times. Finishing his collegiate career with a 42-match winning streak, Matzek dominated his weight class in the 2004-05 by Don Stoner campaign. He earned the team’s Coaches Award his senior season, was the team’s Auggie Award winner his junior season, and earned the team’s Most Improved Wrestler award his sophomore season Matzek graduated as a mathematics and secondary education major with a 3.408 grade-point-average. 2004-05 AUGSBURG ATHLETES OF THE YEAR Mike Elcano has been a team leader throughout his career for Augsburg’s men’s soccer team. In 2004 he led the conference in overall scoring. He finished his career with Augsburg’s all-time record for goals with 35, and earned MIAC honors in two years. He graduated with a major in finance. Jeremy Nelson emerged as one of the top pitchers in recent years for Augsburg’s baseball team. He was Augsburg’s No. 1 starter throughout his four seasons, and earned MIAC and regional honors over two years. He graduated with a marketing major, was on the Dean’s List, and served as a studentathlete mentor. Jamell Tidwell was a four-year starter on the varsity squad and a fourtime qualifier for the NCAA Division III national championships. He earned All-American honors three times and finished his career with a 155-17 record, second best in wins in school history. A health and physical education major, he was one of 10 members of an Augsburg academic national team that finished sixth nationally in team GPA this year. Don Stoner is sports information coordinator. 9 Augsburg’s fifth INTERNATIONAL OFF-CAMPUS STUDIES PHOTO CONTEST 1 Scenic landscapes, first place. “MY CHAIR,” Jamie Schiller ’05. Venice, Italy. 2 Scenic landscapes, second place. “STRENGTH, SWEAT, AND SOUL,” Lindsay Plocher ’06. Cuernavaca, Mexico. 3 Scenic landscapes, third place. “BUILDING BRIDGES,” Lindsay Plocher ’06. Cuernavaca, Mexico. 4 Local culture, second place. “SAWADEE CROP,” Rachel Schuette ’03. Bangkok, Thailand. 5 Local culture, first place. “LUK LUK,” Rachel Schuette ’03. Chiang Mai, Thailand. 6 Augsburg students in a host setting, second place. “ON WATCH,” Sari Gallagher ’08. U.S. Virgin Islands. 1 3 2 10 4 Summer 2005 7 5 8 6 7 Augsburg students in a host setting, first place. “A TROPICAL MINNESOTA NIGHT,” Maria Roots Morland ’05. Minneapolis, Minn. 8 Augsburg students in a host setting, third place. “LAST DAY,” David Nash ’04. Edinburgh, Scotland. 9 Local culture, third place. “GAMBLING DURING RAMADAN,” Jake Renze ’05. Morocco. Summer 2005 9 11 COMMENCEMENT 2005 The 136TH YEAR of Augsburg College photos by Stephen Geffre (except as noted) TONY SCHADEN RECEIVES MARINA CHRISTENSEN JUSTICE AWARD The Augsburg campus provided fresh spring blooms as a backdrop for family photos. REPRESENTATIVES FOR THE CLASS OF 2005 ❚ Glenda C. Holste, representing graduate students ❚ Gretchen M. Hemmingsen, representing day students ❚ Nicholas J. Schumm, representing weekend students 12 Tony Schaden, a history major from Minneapolis, was selected as the 2005 recipient of the Marina Christensen Justice Award. Each year, this honor is presented to the graduating senior who best exemplifies Augsburg’s motto “Education for Service.” The student must have demonstrated a dedication Tony Schaden, a history major from to community involvement as Minneapolis, was honored with the 2005 characterized by the personal and Marina Christensen Justice Award during the Commencement ceremony. professional life of Marina Christensen Justice, who courageously and effectively reached out to disadvantaged people and communities. Schaden grew up in the Cedar Riverside neighborhood and was a member of Trinity Congregation, where he has been a longtime volunteer with the Safe Place Tutoring Program. At Augsburg he has held numerous leadership roles, including serving as chaplain for the Pan-Afrikan Student Association for the past two years, as organizer of Peace Day in the Park, and as a member of the Outreach Ministry Team through Campus Ministry. He has done service-learning at Women against Military Madness, as well as volunteered with Campus Kitchens and mentored youth at the Wednesday Night Out program in the neighborhood. Among his numerous awards and honors are the Dean’s Award for student leadership, the Pan-Afrikan Ambassador of the Year Award for commitment to campus and community, the Win Wallin Scholarship, and the Bilkie Scholarship. Paul Cummings, president-elect of Augsburg’s student body, wrote this about Schaden: “Giving back to the community is part of Tony’s very nature. The courageous example he is setting within his community and family has given many people hope that they too may succeed in college. Tony is a role model in the Cedar-Riverside neighborhood. His actions in service to his family and community speak volumes about his true character.” In the coming year he will expand his work with youth mentoring and counseling, serving in Brazil and Africa under the auspices of the Wapagasset Luther Bible Camp. Students processed from Foss Center to Melby Hall for the Commencement ceremony. Summer 2005 “ON OUR OWN—AGAIN” Excerpts from the Baccalaureate Address William V. Frame, President, Augsburg College May 7, 2005—Ascension Sunday … The thing that Graduation has in common with the Ascension is separation. You are leaving us today and are henceforth and in a new way “on your own;” Jesus leaves the Disciples at Ascension. They are “on their own.” And so—What is the good news in this Separation—either yours from the College or the Disciples from Christ? Staff photo The Commencement concert featured performances by the Augsburg Choir and Augsburg Chamber Orchestra. If we stick with the relationship between you and us, a preliminary and happy interpretation is quite possible. Not that we’re glad to be rid of you … but your separation from the College is a necessary condition of your full engagement with the world. However successfully we have introduced you to the city and to the global society of which it is so much and evidently a part, Augsburg College remains a refuge and a training ground, a harbor ringed round by our core general education curriculum; an open cloister in which we can talk “… of many things: Of shoes—and ships—and sealing wax—of cabbages—and kings … .” All that talking, and especially about such things as these, yields self-knowledge at exactly the rate at which it yields knowledge of the world. … But when we turn to the Easter Story itself, the good news lies deeper and is harder to detect. According to the lectionary passage from Acts, the first consequence for the disciples of their separation from Jesus is the loss of their special access to the Divine Plan. They ask: “Is this the time when you will restore the kingdom to Israel?” Jesus responds: “It is not for you to know the time or period that the Father has set by his own authority.” Kathy Rumpza, advertising and graphic design manager for Augsburg’s public relations department, posed with her husband, Matt Rumpza, manager of Augsburg’s Central Support Services, prior to receiving her Master of Arts in Leadership. You can sense their stunned reaction. “After giving up everything of our own to follow you; after all that we've been through together-you leave! And at the same time cut us off from the very knowledge you’ve been so anxious to reveal to us. You've left us on our own in this world after pointing us time and again, especially recently, at the other world.” Before they have time to register this complaint with their ascending Lord, he imposes upon them a task—to be performed in his absence. For the sake of this task, he expects them “to be my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the earth.” … Both the good news and the good sense in this is camouflaged by the pathos of the separation. Just behind the fact that the disciplesand, through them, we—have been left on our own by the ascension, lies the fact that we were prepared for this independence by the whole of the Easter story—including the part of it here at issue. Christ’s refusal to answer the disciples’ request for knowledge of the Divine Plan—indeed, his general refusal to give us any detailed portrait of heaven-keeps our attention where the Gospel focuses it-not on the next world but this. The Easter story—all of it, including the ascension-gives us the tools (including a carefully confined ignorance) to take up, for the first time, life on our own. To read the complete address, go to <www.augsburg.edu/president/bacc05.pdf>. Christopher Kimball, provost and dean of the College, handed out honors cords during the Honors Convocation. Summer 2005 13 COMMENCEMENT 2005 COMMENCEMENT ADDRESS: “IF YOU CAN'T GET OUT OF IT…” Dawn Ludwig, director of the Physician Assistant Program, placed a master’s hood on Patricia Rodriguez. Nicholas Schumm, Weekend College Class of 2005 representative, addressed the crowd at the Commencement ceremony. Following are excerpts from Parker J. Palmer’s Commencement address; download the complete address at <www.augsburg.edu/president/palmer05.pdf> … I was raised by a father who gave my two sisters and me the perfect graduation speech at breakfast every school day. Dad had a thousand aphorisms, brief and pithy sayings designed to point us kids in the right direction. Well, it seemed like he had a thousand, but he probably only had 50, which he recycled constantly. We’d be almost finished with breakfast, my sisters and I, when Dad would look at us and say, “Just remember kids, add a little ‘oomph’ to ‘try’ and you get ‘triumph.’ Now off you go!” Or on another day he’d look at us and say, “Just remember kids, there’s only one-letter’s difference between hero and zero. Now off you go!” … Now, if I had any sense I’d say “Off you go!” and sit down, having delivered succinct advice from a highly reliable source, my father. But there are a few more things I’d like to say … First, we never outgrow our need for teachers … as you go down the road called life after college, stay alert for your next teacher, and the next, and the next. It may be a family member, a friend, a child, a stranger, it may even be a socalled enemy. If the teacher does not appear, reach out for him or her. Your need for a teacher will draw that person to you if you make your need known. … A second lesson is this: whatever good and true thing you want to do, go ahead and take the first step … of course the big enemy of trust and risk-taking is fear. But here we can take good counsel from the religious tradition in which this college is rooted: “Be not afraid.” Those words do not say that you should not have fear, which we all do (at least I do); instead they say you need not be your fear. Right alongside our fear we have other places within us, places with names like hope, and faith, and trust. We can look at the world from those places instead of from our fears. … Here’s the third lesson: when you face into that fear as you step off the cliff … seek out people with whom you can tell it like it is. … A fourth lesson is this: know that you have an inner guide, an inner teacher, a true self who will be there for you when all else fails. … And finally, a fifth lesson … “If you can’t get out of it, get into it.” Of course there are some things that you can get out of, and you should: a relationship that kills your spirit, a job that contradicts your most basic values … but there are other things that we can’t get out of, so we had better get into them. And one of them is to fully inhabit ourselves, which means making the most of our gifts and being honest about our shadows. … So congratulations to all of you, and many blessings for your journey. And, as my father would surely say, “Now off you go!” Parker Palmer (center), Commencement ceremony keynote speaker, was presented the Augsburg Medal by President Frame and Jean Taylor ’85, chair of the Board of Regents. 14 Summer 2005 Staff photo THE AUGSBURG COLLEGE Twin brothers Robert Amaya (left) and Renzo Amaya Torres (right) celebrated the day with their mother, who flew to Minnesota from Colombia to watch her sons graduate. 630 Candidates for graduation 355 Day program candidates 144 Weekend College candidates 85 Graduate program candidates (20 Master of Arts in Leadership, 35 Master of Social Work, 6 Master of Arts in Nursing, 16 Master of Science in Physician Assistant Studies, 8 Master of Arts in Education) 33 Rochester program candidates 9 United Hospital candidates 4 3M candidates 20-65 10 Jubilant students celebrated after the Commencement ceremony. Summer 2005 CLASS OF 2005 Age range of graduates in the Class of 2005 Countries other than the United States represented (Belarus, Bolivia, China, Colombia, Ethiopia, Mexico, Norway, Philippines, Sweden, and Vietnam) After the Commencement ceremony ended, students exited Melby Hall to join their families at the reception in Murphy Square. 15 Dean ’75 and Terry Kennedy donate $2 million to Melby Hall expansion by Dan Jorgensen The proposed addition to Si Melby Hall, as shown from the southwest corner, is adjacent to Edor Nelson Field, facing 23rd Avenue South. All-American his senior year. He also was a two-time Minnesota Intercollegiate Athletic Conference champion, and twotime MIAC Tournament Most Valuable Player. In dual-meet competition, he lost only one match during his career and had 53 victories his junior and senior seasons. In 1996, he was inducted into the Augsburg Athletic Hall of Fame. He credits the discipline instilled in him by his coaches and mentors, particularly Mike Good ’71 (a current Augsburg regent) and John Grygelko (Augsburg’s head coach from 1973-80), as keys to his success. Good preceded Kennedy at both Fridley High School and Augsburg where he, too, was a champion wrestler. He went on to a successful business career in New York and has served on Continued on page 19 16 Dean Kennedy ’75 shared a moment of honor with his wife, Terry, when he was inducted into the Athletic Hall of Fame in 1996 for his career as an Auggie AllAmerican wrestler. Thanks to the generous gifts from Augsburg alumni and friends, the ceremonial groundbreaking for the south wing addition is scheduled for Oct. 29. Ground cannot be broken, however, until the remaining $1.5 million in gifts and pledges is secured. Contact the Development Office at 612-338-0002 or 1-800-273-0617. Summer 2005 David Santos/H. Larson Photography A former All-American wrestler and his wife have contributed $2 million to Access to Excellence: The Campaign for Augsburg College in support of a major addition to the College’s athletic center, Si Melby Hall. The gift, made by Fridley natives Dean Kennedy ’75, and his wife, Terry, was announced recently by Augsburg President William V. Frame, who said the gift not only is “a magnificent gesture of support for the campaign, but also significant recognition for the work of coaches and others who shape the lives of those of our students and colleagues who are engaged in athletics.” Kennedy, an independent businessman, was the first four-time AllLutheran Tournament champion in the tournament’s history. And he was at the front end of what has been built into the most successful small-college wrestling program in the nation. In his senior year as co-captain, Kennedy led Augsburg to a runner-up spot in the NAIA national finals with a third-place finish at 142 pounds. In the ensuing 30 years, Augsburg has consistently finished among the top 10 in the nation, winning a record nine NCAA Division III national titles and taking second place seven more times. A four-year varsity wrestler for Augsburg, Kennedy was a 142-pound The Augsburg Fund annual goal of $1 million reached again Significant growth in alumni giving to The Augsburg Fund made an aggressive goal of $1 million reachable for the fiscal year ending May 31. The annual fund primarily supports student financial aid through scholarships and grants. Since this is unrestricted annual giving, gifts also may be used to provide for the critical needs of the College such as technology advancement and other strategic operations. “This is the second time in Augsburg’s history that $1million has been raised in one year for The Augsburg Fund,” said Stephanie Malone, director of the fund. “The standard has been set, so it should be an achievable goal in the future.” Significant giving this year came from the Alumni Board with 100 percent participation, the Board of Regents, and two class challenges generated by Alumni Board members and volunteer leaders, including the “Decade of the ’70s Challenge.” Ken ’74 and Linda (Bailey) ’74 Holmen provided the lead gift to the challenge, followed by more than 200 fellow alumni from the decade of the ’70s. Five alumni families from the 1970s—Rick Colvin ’74, Mark ’79 and Pamela (Hanson) ’79 Moksnes, Robert ’74 and Andrea (Johnson) ’75 Strommen, Philip ’79 and Julia (Davis) ’79 Styrlund, and Thomas Peterson ’70—issued a $50,000 challenge and 1:1 dollar match to ensure new levels of support and gifts of $100,000 to the College. “The Decade of the ’70s Challenge was a dollar-focused challenge that matched new and increased gifts to The Augsburg Fund,” said Malone. “We are pleased with the results and hope that next year other individuals will come forward and think of creative ways to sustain the College. “It was a highly successful year in terms of participation levels. First time donor giving rose 100 percent, and alumni giving increased from 20 percent to a participation rate of 25 percent.” Repeat and increased giving also were noticeable. All donors at the $10,000 level renewed their gifts, and new donors were added to the $25,000+ level, currently the top tier for gifts to The Augsburg Fund. Reunion year activities and volunteer involvement this year also sparked the growth of annual giving, led by Alumni Board initiatives. Class agents, who engaged their classmates through letters and contacts, were also extremely beneficial in helping to meet annual fund needs. “We will especially miss the efforts of class agent Wes Sideen ’58 who passed away earlier this year,” said Malone. He affected many Augsburg families by his vigor for life and commitment to his alma mater.” Giving to The Augsburg Fund is an important component of the $55 million capital campaign, Access to Excellence: The Campaign for Augsburg College. “We hope alumni and friends of the College will continue to make The Augsburg Fund a priority,” Malone said. “We hope they continue to offer prayers and gifts of support and that the first gift they make every year is a gift to The Augsburg Fund as a way to ‘check in’ annually with their alma mater,” she continued. “After that we hope they will consider special opportunities based on the College’s priorities, like building and endowment initiatives. Gifts to Augsburg offer a future of access and excellence to our students.” For information on how to contribute to The Augsburg Fund, contact Stephanie Malone at <malone@augsburg.edu> or 612-338-4825. ■ Campaign progress $41.1M of $55M goal as of 7-31-05 Summer 2005 17 What is your dream job? For many of us, travel would play a part in our dream. The Reverend Dr. Arne Markland ’49, and his wife, Jean (Swanson) ’52 Markland, have lived their dream of seeing the world. Their gift for storytelling has landed them on the lecture circuit for a number of cruises—162 and counting. Arne first starting working on cruise ships as a chaplain and history lecturer and has amassed a repertoire of 156 lectures on countries and islands around the world. Jean shares her knowledge and expertise of how nutrition affects the brain. They have acted as destination art lecturers and have been fortunate to collect art on their travels. Their cruise travel has taken them mainly overseas. “We’re waiting to cruise to Sri Lanka, India, Havana, New Orleans, and Lake Wobegon,” said Arne. The Marklands have spent their lives encouraging people to enthusiastically embrace learning. Since graduating from Augsburg, Arne became a campus and parish pastor in Georgia, South Dakota, and Utah. He also served as a military chaplain for four years. Jean used her skills as a teacher and taught many different subjects in the public school system as a secondary school educator for 30 years. Recently the Marklands established an endowed scholarship to help support students who want to attend Augsburg from two high schools: Hillcrest Lutheran Academy in Fergus Falls, Minn., and Oak Grove Lutheran School in Fargo, N.Dak. Arne grew up in the Norwegian section of Brooklyn, N.Y., but his parents sent him to Hillcrest Lutheran Academy in Fergus Falls for high school. Jean is from Bemidji, Minn., and has had an interest in Oak Grove Lutheran School. The scholarship is structured so if there are no students accepted to Augsburg from these high schools in a given year, the scholarship will be given to a current Augsburg student who will attend Luther Seminary or one who has an interest in secondary education. “We have always been interested in Christian education,” said Jean. “I liked the spiritual values of Augsburg when I was attending college. Augsburg has Courtesy photo Marklands endow a scholarship as they cruise into retirement Rev. Dr. Arne ’49 and Jean (Swanson) ’52 Markland are enjoying second careers as cruise ship lecturers while staying connected with Augsburg through an endowed scholarship. always stressed the values of serving and giving to others.” Perhaps like the Marklands you want to make student dreams a reality. After all, 85 percent of Augsburg’s students receive financial aid and scholarship support. Contact the Development Office at 612-338-0002 or 1-800-273-0617 to offer encouragement and significant financial assistance for students. ■ Ellingers support Science Center through student-faculty research Albert Einstein’s words, “It is high time that the ideal of success should be replaced by the ideal of service,” reflect the giving spirits of Patricia (Olson) ’71 and Mark ’71 Ellinger. The Ellingers, both biology majors at Augsburg, have enjoyed success in their careers and are now giving back in ways that will serve others. 18 Last year, they established an endowment, the Ellinger Faculty Scholar, to provide support for faculty research to include student collaboration. “We really appreciated how the research program was developed,” said Pat. “It is our way to support the new Science Center and faculty research because of the positive experiences we had at Augsburg.” “We were both drawn to Augsburg because of the strong science and biomedical programs and its Lutheran heritage,” continued Pat. Mark, who transferred to Augsburg during his junior year, echoed that: “I had a deep and continuing interest in the relationship of Summer 2005 Dean and Terry Kennedy, continued Augsburg’s board for the past three years. Just out of college in 1971, Good convinced Kennedy to come to Augsburg and then coached him his freshman year. Grygelko was Kennedy’s coach for his final three years. “I was fortunate to be on the varsity for four years and take my lead from good leaders who remain my lifelong friends,” Kennedy said. “It was such an important part of my life at the time, and it molded me and shaped my values as a person. “Terry and I have been blessed to be in the position to do this. We’re doing it for Jeff Swenson ’79, Mike Good, John Grygelko, and all the outstanding young men for whom the Augsburg wrestling program has meant so much. And now that we’ve thought it through and made the commitment, we’re feeling very good about it, both of us.” Swenson is current wrestling coach and assistant dean for athletics and recreation. Kennedy said he is a great admirer of Swenson’s coaching, but more importantly how he has shaped his team members into outstanding men who excel in the classroom and in society. “Augsburg has done a very good job in working with its student-athletes. I took great pride in the program when I was there, and 30 years later I’m still able to take pride. When I was at this year’s national tournament (in Northfield, Minn.) I was very impressed by Jeff’s work with these young men. They were articulate and, even with all their success, very humble. I attribute that to Jeff and his coaches. “You see a lot of successful ‘sports’ programs, but you don’t hear them talk about their graduation rates or inclassroom successes. But you do hear that at Augsburg. This is a college that teaches its students how to think critically and care about the world. I wanted to be supportive of that.” Kennedy said he also was spurred into making his gift by an earlier gift science and religion, which continues to captivate me.” Both of them enjoyed learning in smaller classes and taking a wide array of liberal arts in addition to the required biology courses for their majors. Taking Professor Robert Herforth’s Developmental Biology course influenced Mark significantly: it’s where he and Pat met, and it convinced Mark to pursue a Ph.D. Pat has never regretted following a career in medical technology suggested by her chemistry professor Courtland Agre. She went on to specialize in blood banking and obtained a master’s degree in health education. For many years both Mark and Pat Ellinger have mentored students about the importance of science careers and research. The Ellinger scholarship will further those efforts; and for its first recipient, biology professor Mark Strefeler, it will provide enhanced resources for his research and support for a student assistant. Summer 2005 made by Twin Cities wrestling legend Alan Rice—a non-Augsburg alum who donated $1 million to the campaign just a year ago. Kennedy said he had long known and admired Rice, and when he saw that kind of commitment from him, he knew that he, too, needed to step forward to insure that good facilities were available for future generations. The goal for the new facility is about $5 million, and nearly $4 million has now been raised. The College hopes to bring in the last of the money by fall and have a ceremonial groundbreaking soon thereafter. “I hope that Terry’s and my gift will not only spark interest in other generations of Augsburg athletes whose lives have been shaped by the College, but also by Augsburg alumni in general in support of the many other important projects, such as the new Science Center, that will serve so many students in so many different ways,” Kennedy said. ■ The Ellinger Faculty Scholarship has supported the collaborative research of biology professor Mark Strefeler and student assistant Andrea Carlson ’05. 19 Seed family endows StepUP to affirm others SM Adam Seed’s life changed when he attended Augsburg. “It took Hazelden and Don Warren, former StepUP SM director, to jumpstart me,” said Seed. “Don Warren saw my potential and made me believe in myself. He was always available to me and the other students.” Seed was one of the first students in Augsburg’s StepUP program, which supports students in recovery to achieve academic success. Now it’s Seed’s turn to share his passion for the program and offer his unique insight as co-chair of the StepUP Alumni Board. “His leadership, wisdom, and strong recovery are necessary assets for the Alumni Board,” said Patrice Salmeri, StepUP director. “I want to make a connection with others and come up with unique solutions to common problems,” Seed said. “I’d also like to help re-establish alumni connections and contribute to the decisions concerning StepUP’s present and future. StepUP is a major part of who I am today and its health and possibility for the future are very important to me. Augsburg’s part in my Vision is published by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor and Writer Lynn James Contributing Writer Dan Jorgensen Graphic Designer Kathy Rumpza www.augsburg.edu/campaign 20 Jim and Adam Seed development was crucial. It’s my hope that students take the opportunity to get uncomfortable and grow in areas that typically don’t occur naturally.” Seed’s family also continues to be involved with StepUP because of the impact it had on his life. In 2003 the Seed family received the Toby LaBelle Award as the StepUP Family of the Year. Recently, they showed support for the program by answering the Parent/Family and Friend Challenge. “By endowing the StepUP program— both as a physical and financial resource—we hope to create more certainty for its future,” said Jim Seed, Adam’s father. “We appreciate what was available to Adam and to others. I’d also like to commend [President] Bill Frame on his dedication to this program and to Augsburg,” said Jim. “I appreciate the commitment and loyalty to the program shown by the Seeds,” said Salmeri. “Since its inception in 1997, when Adam was in the class of founding students, the program has grown from 23 students to 53 students. Our new home, [the] Gateway [Building], will house 84 students.” “The original model for the StepUP program evolved over the last eight years,” Jim Seed said. “Young people are living in a small community and supporting each other. Prior to StepUP it was something that was impossible for them to do on their own. It’s a transformational environment where students break through the memories of failure and then come back into that environment. “It’s a wonderful program. It will be affirming and visionary if this program is constructed and transported to other colleges and universities. StepUP is a paradigm for life. As a collective group we have to help each other.” ■ GATEWAY CONSTRUCTION FURTHERED BY CHALLENGE GIFTS Thanks to the generous support by the Seed family and others, StepUP’s Parent/Family and Friend Challenge met its goal. The challenge, set by Jim Johnson in the spring of 2004, raised $425,000 toward construction of the Gateway Building that will house the StepUP program. Johnson, a former CEO of Fannie Mae, likes the urban village concept of the planned mixed-use office/retail/residential Gateway Building. He also appreciates the collaboration between the University of Minnesota and Augsburg, with both institutions serving the neighborhood and addressing needs for retail and housing. Johnson has been supportive of education and a strong proponent of higher education. At Augsburg, Johnson honored his mother, Adeline (Rasmussen) ’31 Johnson, by establishing a scholarship in her name. Summer 2005 FINDING THE RIGHT CAREER F O R M U L A by Betsey Norgard TRYING OUT THE OPTIONS Senior Jennifer Geis has shaped her own career goals in just this way. She came to Augsburg having been turned on to math in the eighth grade and having studied two years of college math as a postsecondary student. But, she really didn’t have a career focus, and hadn’t even settled on a math major. After two years of Summer 2005 Staff photo S On one of the first nice days in spring, students in Professor Rebekah Dupont’s (second from left) class enjoyed solving their math problems outside on the Quad. Stephen Geffre tudying mathematics can open doors to increasing numbers of varied careers and jobs for students. Often called the “language of science,” mathematics provides a structure and the tools to solve many kinds of problems, especially within the increasing complexity of today’s sciences and technology. In the Bureau of Labor Statistics’ 2002 Jobs Rated Almanac, eight of the 10 “best jobs”—biologist, actuary, financial planner, computer-systems analyst, software engineer, meteorologist, statistician, and astronomer—all require complex understanding and interpretation of numbers. Even more telling of how mathematics is becoming “cool” is the popularity of the new CBS-TV show, Numb3rs, in which a mathematician helps the FBI solve crimes through mathematical modeling—constructing formulas to reveal patterns and predict behavior. Using mathematics as a complementary skill to a variety of disciplines makes it a valuable second major or minor. Augsburg students combine math with physics, computer science, biology, psychology, economics, as well as music, English, Spanish, and religion. While some students know they want to pursue a degree in mathematics, many students generally don’t enter Augsburg intending to major in math, or even to study it. So, how does the mathematics faculty help students sort out the possibilities for math in liberal arts, for teaching, for research, for graduate school, and for using math in both theory and application? “We encourage them to pursue opportunities for out-of-class experiences such as community service, undergraduate research, paper presentations, and internships,” said department chair Rebekah Dupont. “Then, as part of our advising, we talk about what they liked best, and what perhaps they didn’t. “Our focus is really on helping students to activate their potential by connecting them to opportunities they might not have known about.” Senior Jennifer Geis has taken advantage of internships, tutoring, and research to help her pursue a career in statistics. mathematics courses at Augsburg, she knew she was hooked. “When my professors realized I was spending more time in the math department than anywhere else, they encouraged me to improve my teaching and tutoring skills,” said Geis. She began assisting with grading and tutoring in calculus, linear algebra, statistics, and courses for non-majors. It was a course in actuarial science that really sparked her interest and led to her work with Professor Ken Kaminsky on the textbook he had just completed. While giving the textbook a trial run in one of his classes, Kaminsky asked Geis to help him proofread, review the ease of layout, and 21 Stephen Geffre Stephen Geffre Professor Ken Kaminsky tried out his new textbook with classes over several semesters, and tests his math cartoons with the readers of Augarithms, the bi-weekly department newsletter. Rhythm and ‘Rithmetic—Music professor Bob Stacke ’71 (left) and math professor Matt Haines (right) presented an interactive seminar for Augsburg faculty, staff, and students to demonstrate how counting beats in a measure is really mathematics. verify the accuracy of the answers— while also gaining a bird’s-eye view into how a professor engages in academic scholarship. Kaminsky encouraged Geis to pursue a double major in mathematics and actuarial science, which she is able to do through the Associated Colleges of the Twin Cities (ACTC) consortium, allowing students to take courses at four other private colleges when they’re not learned how to communicate clearly and how to explain myself carefully.” This summer, she left the business world to accept a research internship in statistics at North Carolina State University, funded through the National Science Foundation. This gives her an introduction to the wider application of statistics than actuarial science offers. Mathematics major Tim Bancroft, who is now at Iowa State University T E A C H I N G Mathematics professors Tracy Bibelnieks and Matthew Haines usually focus on helping college math majors head to graduate school or other careers. Recently, though, they have spent considerable time together with education specialists across the country studying the mathematical knowledge needed by college students who are preparing to become teachers. This is important because everyone is learning mathematics differently now than how it was taught years ago—even only five years ago. Starting in early grades, children begin playing games with numbers—tossing pennies and making charts to learn about probability, for instance. In each succeeding year, their classroom learning builds on and expands the knowledge and skills they already have. It means that elementary teachers need to develop a deeper understanding of numbers than just how to add two 22 available on the home campus. Geis put her skills into practice for a year as an intern at Allianz Life Insurance. She became part of a team implementing a major, new actuarial reserving system and feels fortunate to have been given a role and responsibility. Plus, she learned more. “Some of the most important things I’ve learned working at Allianz have nothing to do with math,” she said. “I’ve M A T H E M A T I C S T O numbers, or divide, or multiply. High school calculus teachers must understand how their students learned mathematics as they progressed through the grades—how their thinking developed and how they communicate mathematical concepts. Bibelnieks and Haines focused their research on mathematics content for students preparing to be elementary teachers who have neither a strong background in math nor an interest in teaching it. Already, together with Augsburg’s K-6 mathematics education specialist Linda Stevens, they’ve made content revisions in two mathematics courses. It has been a more difficult assignment than they imagined. “How you teach pre-service teachers [education majors] is different from how you teach somebody who’s going on to graduate school in math, says Bibelnieks. “You have to go out of your comfort zone T E A C H E R S and learn what it means to be an elementary teacher in some sense.” Bibelnieks, Haines, and Stevens received Minnesota State Education Department funding to work with current teachers on acquisition of content knowledge in mathematics and its application to classroom learning. An in-service workshop first focused on mathematics content; Bibelnieks, Haines, and Stevens then advised the teachers during the school year in class activities. The project goal was to develop a “professional continuum,” in which knowledge gained from current teachers informs how future teachers learn, who then go into the field, etc. This summer Bibelnieks and Haines presented papers at an international conference in Brazil outlining Augsburg’s new curriculum as well as Haines’ participation in a wider longitudinal study looking at where education students learn their mathematics. Summer 2005 Staff photo working on a master’s degree in statistics, was able to enter graduate school with solid research experience. He took a project from his Discrete Mathematics Structures class with Professor Su Dorée and developed a research project in combinatorics, which studies the arrangement of objects. For the cointrading game called Bulgarian Exchange, Bancroft took results from the solitaire version of this game and generalized the patterns and repetitive cycle of twoperson play. Together with Dorée, Bancroft presented his research at a national mathematics conference. Stephen Geffre Tim Bancroft began grad school with solid research and presentation skills from a project he carried out with Professor Su Dorée involving prediction of patterns in a coin-trading game. S T U D E N T S AT T H E CUTTING EDGE Professor Tracy Bibelnieks considers herself an applied mathematician, which in her words involves “using theoretical mathematics in innovative ways to solve rich business problems.” She previously worked as a consultant, applying mathematics to the analysis of huge customer databases to help companies address problems or maximize revenue in their marketing and promotional strategies. Bibelnieks is seeking to develop partnerships with local firms that would provide benefit to both the business world and to her Augsburg students. She is looking for rich business problems and projects that will engage students in research beyond the standard classroom theory and models. The mathematical theory involved has to be exacting and validated—risky for a company to undertake—but invaluable for students wanting to get their feet wet in the field. The research generated by such a business/academic partnership gives students an edge as they look for career opportunities in the marketplace. Moreover, it may give the business an edge in the marketplace through the development of new tools, techniques, and solutions for a wide range of business problems. In September, Jennifer Geis begins to work with Bibelnieks on a business partnership research project. Geis is excited because it will require her to learn more about applied mathematics in the business sector, including the use of programming and software, that will hopefully give her that extra edge as she pursues an advanced career in statistics. ENGAGED STUDENTS Professor Tracy Bibelnieks is developing business partnerships to provide problems and projects for students to research and gain experience in applied mathematics. Summer 2005 The mathematics department makes it easy for students to feel connected to R E A D P I — T H R O W P I E ! On 3-14 (March 14, that is), students in Unbounded, Augsburg’s math club, hosted a pi(e) fest, in honor of Pi Day. The event benefited Augsburg's “Ride the Wave” tsunami relief project. From noon until 3:14:15 p.m., students took turns reading the digits of pi— 24,401 at final count. Also, faculty and staff signed up to be “pied,” i.e., to have a whipped-cream minipie tossed at them for a donation— the larger the donation, the closer the pie subject would stand. faculty. Several years ago, a study room was set up in the department to encourage students and faculty to get to know each other. Students spend time there using the telephone or computers, or researching something in the small library. “I practically live in the math suite with the workroom and the study areas,” said Geis. “It’s great just having the professors there. They come in to eat lunch and help you through your homework right then and there.” Dupont adds that it also encourages a supportive environment in which upperclass students can help newer students. The department also brings students together in bi-monthly colloquia where they meet professionals in various fields of mathematics, learn about applications, and hear research presentations. Often the presenters are Augsburg alumni who enjoy keeping in contact with their former professors and getting to know current students. Augarithms, the department’s biweekly newsletter, complete with department news, colloquia information, puzzles, and even math cartoons provided by editor Kaminsky, keeps the department in touch. All of this is to encourage students to connect what they learn in classrooms 23 K E E P I N G A L E G A C Y A L I V E T H E G E O R G E S O B E R G S C H O L A R S H I P Professor George Soberg graduated from communicate to our students that we Augsburg in 1926, and then spent the think they show real potential in next four decades of his life teaching mathematics. As a department, we mathematics at his alma mater. For 32 believe in honoring the level of years he served as chair of the accomplishment seen in junior or senior Mathematics Department. mathematics majors, and also celebrating The 1965 Augsburgian dedication the strong performance and enthusiasm calls out his “constant concern for of a freshman in calculus. In addition, students and his ever-ready willingness since they are named scholarships, they to help them individually.” connect our current students with alumni Donald G. Murphy ’43 and Kenneth A. Gilles ’44 were two of Soberg’s and faculty emeriti. “A named scholarship is one of the students who wanted to keep his legacy many ways alumni give back to our alive and inspire future students to department. Mathematics alumni also achieve their educational dreams. In speak in our colloquia, connect students 2004, Murphy and Gilles endowed a with internship opportunities, serve on scholarship in Soberg’s name to be Augsburg’s alumni board, and participate awarded to a math major or minor. in programs such as the alumni “The value of such gifts to the mentoring program (funded by the Lilly department is immeasurable,” Endowment), which brings together commented Rebekah Dupont, alumni, current students, Mathematics Department chair. “The and faculty.” scholarships funded by these gifts Archive photo Professor George Soberg, who graduated from Augsburg and stayed to teach and chair the Mathematics Department for over 30 years, now has an endowed scholarship in his honor. 24 with real-world mathematics. Last year, Dupont and other faculty and staff from Augsburg attended the Engaged Department Institute in Engineering, Mathematics, Computer Science, and Related Fields. Co-sponsored by Campus Compact and 3M Corporation, the institute aimed to help departments develop strategies to include communitybased work in both their teaching and scholarship and to seek ways to integrate service-learning, community-based research, and civic engagement into the curricula. For example, one of the first-year mathematics courses last fall that was part of the Augsburg Seminar student orientation included service-learning at the Cedar-Riverside Community School. Augsburg students worked with the elementary children to create a store, helping them understand what kinds of data they needed to make decisions about stocking the store, setting prices, etc. All in all, the department seeks to encourage students to explore the possibilities and to help them understand what it means to be successful in the sciences. It’s part of introducing them to the notion of vocation—helping them discover the opportunities within their own interests and abilities. Bibelnieks talks about helping them open doors, which they can leave behind if they wish, but supporting them toward success, not failure. For Geis, it’s made the difference. “All my professors have encouraged me to try things I didn’t think I could do,” she says. “I didn’t think I could get my internship this summer, but I was accepted. I didn’t think about pursuing a master’s or Ph.D. in statistics, but here I am prepping for my GREs. It’s been a lack of self-confidence, and they’ve always encouraged me to push myself from the limit to the next level, and I think that’s the most important thing.” ■ For information about Augsburg mathematics, go to <www.augsburg.edu/ mathematics>. Summer 2005 Music after Augsburg R FOLLOWING THE HOGNANDER SCHOLARS by Jessica Brown adio variety shows … opera … film scores … high school teaching … music education outreach … electronic music … jazz composition … Augsburg’s Hognander Scholars are out making their marks in music around the world. In 1998, the Orville ’36 and Gertrude (Lund) ’36 Hognander Family Fund was established to support Augsburg’s music department. Principally, it establishes the Hognander Scholars, juniors and seniors who receive merit awards for exceptional music performance and academic achievement. The award is based on a résumé, essay, and audition. Here is an update on the Hognander Scholars, now Augsburg alumni, from the past seven years. Stephen Geffre Aaron Gabriel ’00 (below), tenor, graduated with majors in both English and music performance. He is now director of cultural arts at the Sabes Jewish Community Center in Minneapolis, where he supervises the music, theatre, dance, art, literary, and cinematic arts programs. Center Playhouse, the youth theatre program he created does six productions a year and includes a Holocaust outreach program, touching 3,000 middle school age students; a classics series for teens interested in classic playwrights; and two summer musical theatre institutes based on the Wesley Balk training he received at Augsburg. In addition, Gabriel performs regularly with a number of local Twin Cities theatre companies, including the Minneapolis Musical Theatre, which won the Star Tribune Best Small Theatre Award in 2004 for Bat Boy, a musical in which Gabriel played five characters. Qiuxia (Hu) Welch ’99, French horn, was “recruited” to Augsburg by Professor Emeritus Robert Karlén, who met her while teaching at the Sichuan Summer 2005 Conservatory in China. After Augsburg, she studied in the graduate program of the University of Minnesota School of Music and has spent three summers teaching high school horn and performing at the Kendell Betts Horn Camp in New Hampshire. She and her husband, Kevin, are moving to China for several years to continue their teaching and performing careers. Chiho Okuizumi ’00 (above), euphonium, earned an Augsburg degree in music therapy, but also pursued an instrumental career. At Montclair State University she completed a master’s 25 FOLLOWING THE HOGNANDER SCHOLARS degree in euphonium performance, and she continues to play in the New York metropolitan area. She is currently pursuing a second degree at Montclair State University in music therapy. Okuizumi directs the REACH (Resources for Education And Community Harmony) program for the New Jersey Symphony Orchestra and produces orchestra concerts throughout the state. As a one-person production unit for the NJSO, she manages 120-150 concerts each year, serving 20,000 people. Jaime Kirchofner ’00, oboe, has carved out a busy performance and teaching career since graduating from Augsburg. She plays second oboe in the St. Cloud (Minn.) Symphony and regularly appears with the Duluth-Superior Symphony Orchestra, Amadeus Symphony, Great River Chorale, Minnesota Center Chorale, and chamber groups throughout central Minnesota. She currently has 40 piano and oboe students. Nicole (Warner) Simml ’01 (left), mezzo-soprano, has performed for audiences in the U.S. and abroad. In her junior year at Augsburg, she brought home top division honors in a regional voice competition. After graduating, she completed a master’s degree in classical voice from the Manhattan School of Music and moved to Germany. In December, she sang Bach’s Christmas Oratorio. “Without overflowing emotion, [Simml] convincingly uses the opportunity to sing unpretentiously and stylefully,” read a German newspaper in translation. 26 She is also an active member of the Gächinger Kantorei under the direction of Helmuth Rilling. She teaches voice and piano, and conducts a small community choir. Anna Brandsoy ’01, soprano, studied in Germany at the Mozarteum and the Münchner Singschule with Edda Moser on a scholarship from the Voices of Vienna. She is currently a doctoral candidate at the University of Minnesota where she has performed in numerous operas. Last December, she won the Metropolitan Opera National Council Auditions, South Dakota Region. Joe Tucker ’01, piano, is director of instrumental music at Como Park High School in St. Paul, where he has established an orchestra program which now boasts 40 members, has expanded the band program to two ensembles with a total of 85 students, and has led ensembles to top honors at state contests for four consecutive years. From Augsburg, he earned a master’s degree in music education from the University of Minnesota. He was recently recognized as an “outstanding teacher” in the 2005 edition of “Who’s Who in American Teaching.” Brendan Anderson ’02 (top right), saxophone and composition, made a name for himself as a composer even before leaving Augsburg. In his senior year, he led the Augsburg Choir and Concert Band in the premiere “I Believe,” his interpretation of the Apostles’ Creed in word and music. The work was later performed at the Crystal Cathedral in California during the Concert Band’s spring tour in 2003. In the past two years he has completed coursework in the UCLA film scoring program, and been commis- sioned to compose an arrangement of part of the Lutheran liturgy, as well as a piece for the Lutheran High School of Orange County (Calif.) Handbell Ensemble and Hollywood Brass Ensemble. This spring Anderson was nominated for Best Original Score at the 168 Hour Film Festival in Pasadena, Calif., for his score to the short film, Picket Guy. He lives in Arizona and works in the administrative offices of the Phoenix Symphony while continuing to compose both concert and film music. Lindsay Bonner ’02, soprano, sang in the Augsburg Choir, performed with the Gospel Praise ensemble, and appeared on the theatre stage. In 2002, she studied on scholarship at the Wesley Balk MusicTheater Institute and performed with Nautilus Music-Theater. For two years she has been in Austin, Texas, where she is a featured performer with the Lillian Kaufman Radio Drama and teaches voice lessons at Westlake High School. Bonner has also performed on Eklektikos, an Austin Public Radio variety program. Daniel Luedtke ’02, piano, is exploring the potential for creative expression Summer 2005 Stephen Geffre found in the experimental and electronic genre. He currently works on electronic music and sound design projects, as well as the post-production video editing for the Pilot Chicago Queermedia Conference 2004. In July he began work with the Video Data Bank in Chicago, Ill., a resource for videotapes by and about contemporary artists. Visitors and is performing the part of La Ciesca this summer in Puccini’s Gianni Schicchi. FritzHuspen is a teaching assistant and will begin to coach private vocal lessons in the fall. Mark Abelsen (’04), piano, has plans for graduate school in the near future, majoring in either piano or musicology. He currently works for the Schubert Club in St. Paul as a museum docent in the organization’s keyboard and manuscript museums, as well as assists with various recital series, scholarship competitions, and office duties. In addition, he serves as director of music ministries for Epiphany Lutheran Church in Minneapolis and has a piano studio of 12 students. Gertrude Hognander with the 19992000 Hognander Scholars Jaime Kirchofner ’00 (left) and Chiho Okuizumi ’00 (right). THE HOGNANDERS: SUPPORTING MUSIC EXCELLENCE Orville ’36 and Gertrude (Lund) ’36 Hognander created a legacy in Augsburg’s music department that will encourage and support students for years to come. Emily Gerard ’03 (above), harp, studied harp at Augsburg with Kathy Kienzle, principal harpist with the Minnesota Orchestra. She went on to Carnegie Mellon University in Pittsburgh, where she studied with Gretchen Van Hoesen, principal harpist with the Pittsburgh Symphony Orchestra. During her time there, she was able to participate in numerous master classes and perform repertoire with the Carnegie Mellon Philharmonic, and play second harp with the Pittsburgh Symphony Orchestra. In May she earned her Master of Music degree in harp recital. Upon completing this degree, she returned to Minneapolis to join the faculty of the MacPhail School of Music. Maja Lisa FritzHuspen ’04 (top center), soprano, currently studies at the University of Iowa with Rachel Joselson and opera director Gary Race. Last fall she performed the lead role as the mother of Amahl in Amahl and the Night Summer 2005 While a student at Augsburg in the 1930s, Orville Hognander sang in the male quartet and the Augsburg Choir. He created and produced “The Hour Melodious,” a weekly radio program that brought the choir to a national audience. Gertrude (Lund) ’36 Hognander, studied music at Augsburg and went on to a career as a church organist and choir director. Andy Peterson ’05 (above with Professor Angela Wyatt), piano and saxophone, will complete his bachelor’s degree in music education following student teaching at Henry Sibley High School this fall. He is currently working on his composition Sound Carei's, a piece for saxophone and piano which was inspired by the music of Minneapolis jazz musician Carei Thomas. ■ Jessica Brown is a communication specialist in the Office of Public Relations and Communication. Together, they provided leadership support to Augsburg music. In 1994, they matched a $25,000 challenge to refurbish pianos and purchase equipment for the music department. The Hognander Scholar awards, aim to attract gifted students and to encourage current students. Orville Hognander died in 1997, and Gertrude Hognander in January 2005. They are survived by their son, O.C. Hognander, Jr. 27 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… I n May I had the opportunity to attend Augsburg’s Commencement ceremony in Si Melby Hall. I also had the privilege to welcome new graduates into the ranks of over 19,000 alumni. Surveying the crowd, I was reminded that Augsburg graduates are prepared to lead and make a difference—wherever their community is and however defined. Augsburg graduates understand that the phrase “values proposition” goes beyond the business marketing context to include living out one’s life in service to community and others. Representatives from each graduating class spoke of their experiences and perspectives as learners. Glenda Holste, representing graduate-level students, shared a story that revealed the important value she places on her education. However, she didn’t mention her career as a member of the Pioneer Press Editorial Board. Her role at the Pioneer Press newspaper exemplifies the Augsburg spirit of leadership and service to others. Holste’s editorial responsibilities and op-ed writing reach many thousands of people each day—and her work ensures that readers have the opportunity to be informed on many viewpoints of important issues of the day. Another example of exemplary service is Dr. Jeanette Vought ’77, profiled on page 31 of this issue. Vought founded the Christian Recovery Center in Brooklyn Center, Minn., which helps many people get the mental health care they need. In today’s world of A-Club making connections with new look and Web site A n old Augsburg tradition has a fresh new face! Earlier this year, the A-Club Executive Committee approved a new logo for the organization that supports Augsburg athletics and physical education. “We hope the bold, clean look will increase awareness of A-Club events as well as our mission of helping today’s student athletes,” said John Harden, A-Club president. The block “A” is just the first step aimed at improving A-Club’s brand. Visitors will see the logo on the debut Web site (www.aclub.org). For the first time, A-Club members and friends can get the latest information on events, activities, fundraising efforts, and newsletters online. “It is critical to stay connected with all our members, and this Web site will help us take giant steps toward improved 28 communication,” Harden said. By browsing the site, visitors will also discover an exciting line of A-Club apparel featuring the block “A.” Hats, shirts, windbreakers, and even stadium blankets are now available online with proceeds benefiting Augsburg athletics and physical education. diminishing access for mental health services, particularly for lower income people, Vought’s service approach is particularly needed and inspiring. Each of us as alumni have the spirit of vocation and leadership potential of Vought and Holste. We are all at a starting point of some kind or another. If you haven’t already, I invite each one of you to connect or re-connect with Augsburg College. Along the way your life experience will grow and be enhanced, your community will benefit, and Augsburg will be enriched many times over. Be connected—stay connected! Bill Vanderwall ’93 WEC President, Alumni Board A-Club 5K Run/Walk The Augsburg College Athletic Alumni Club (A-Club) requests your participation in the Second Annual A-Club 5K Run/Walk. Join us for a fun morning of fellowship and running or walking in the crisp autumn air while helping to support student athletes at Augsburg. The event will take place Sunday, September 18. Check-in begins at 9 a.m. at Melby Hall; race begins at 10 a.m. For more information or to register, please contact A-Club President John Harden at <jharden@hardeninc.com>. Second Annual A-Club 5K Summer 2005 Attention Auggies: Do you have the time and desire to help today’s student-athletes become tomorrow’s leaders? The Augsburg A-Club is looking for women and men who are willing to be active participants on the A-Club Executive Committee. The A-Club is a volunteer organization of former men and women athletes that depends on members to do what they can to help provide today’s student-athletes with opportunities for a quality athletic experience. We are looking for individuals who are dedicated to supporting the College, Augsburg athletics, and physical education. Most important, they must be willing to put in time as a volunteer. The time does not have to be significant, but they do need to be able to follow through on their commitment (we’re big on people doing what they say they will). Members must be able to attend brief quarterly Executive Committee meetings at the College and be willing to work on at least one A-Club committee: Golf, Hall of Alumni tour to China Centennial Singers Fall Schedule Enjoy fellowship, comfort, and enriching educational opportunities on the May 2006 Augsburg Alumni Association China tour: Sights and Spirits. Hosted by Brad Holt, professor of religion, this 15day tour scheduled for May 11–25, 2006, begins in Beijing and includes Tiananmen Square, the Forbidden City, the Great Wall, the Terra Cotta Warriors, and a boat cruise down the Yangtze River past the Three Gorges, which will be flooded by a dam project at the end of this decade. The international city of Shanghai concludes this travel experience. In addition to visiting famous sites in China, the tour will include an investigation of the religions of China, including Confucianism, Taoism, Buddhism, Christianity, and Islam, with special attention to the churches of China. Spaces are filling quickly; to add your name to the waiting list, call or e-mail the alumni office at 612-330-1178 or <alumni@augsburg.edu>. Summer 2005 Fame, Membership, Fundraising, Communications, Special Events, 5K Run/Walk, etc. Are you interested in joining our team? Do you know of someone who would be a good fit on a winning team? If you would like to know more, e-mail A-Club President John Harden (jharden@hardeninc.com), or Jane Helmke (jhelmke@kare.gannett.com). Thanks for your interest! September 25, 4 p.m. Hope Lutheran Church Moose Lake, Minn. October 22, 7 p.m. Salem Covenant Church New Brighton, Minn. October 1, 6 p.m. Augsburg Awards Banquet Christensen Center October 23, 7 p.m. Christ the King Lutheran Church Bloomington, Minn. October 2, 7 p.m. Golden Valley Lutheran Church Golden Valley, Minn. October 29, 7 p.m. Lakeville Arts Center Lakeville, Minn. October 9, 9 and 10:45 a.m. House of Prayer worship services Richfield, Minn. October 30, 7 p.m. Community of the Cross Lutheran Church Bloomington, Minn. October 9, 4 p.m. Westwood Lutheran Church St. Louis Park, Minn. October 17, 7:30 p.m. Wayzata Community Church Wayzata, Minn. November 6, 4 p.m. Our Savior's Lutheran Church Hastings, Minn. November 13, 11 a.m. Fort Snelling Chapel morning worship Minneapolis 29 CLASS NOTES Class Notes 1948 1958 Robert Tharp, Lexington, Va., works as a commercial artist who does illustration, murals, stone carving, and portraits. In addition, Robert works in art conservation, engineer drawing, and ceramics. Doris (Johnson) Deml, St. Cloud, Minn., won the Ray Johnson Distinguished Service in Senior Housing Award, given annually to one winner in Minnesota through the Minnesota Health and Housing Alliance. Doris is director of operations at Clearwater Suites, an assistedliving facility in Alexandria, Minn. 1956 Rev. Arlen Stensland and his wife, Lois, were featured in the Minneapolis Star Tribune in a story about how they collect and send portable manual typewriters to the pastors and congregation of the Malagasy Lutheran Church in Madagascar, where the couple were missionaries for 22 years. The manual typewriters are immensely useful in this electricity-starved nation. Arlen and Lois live in Laporte, Minn., on Lake Kabekona; they can be reached at <kabegasy@ paulbunyan.net>. 1957 Rev. Orval Moren, Coon Rapids, Minn., wrote a book, Gospel Stories for Pastors, Teachers, and Parents (American Christian Writer’s Press), filled with 115 children’s lessons he told during his 14 years of ministry at Faith Lutheran Church in Albuquerque, N.Mex. Rev. Neal Snider, Steilacoom, Wash., published two books in 2004: Letter to Jabez: Response to a Prayer, and Spring Training for Christians: Getting Your Faith in Shape (both by Augsburg Fortress). He is pastor emeritus of Bethlehem Lutheran Church in Marysville, Wash. 30 1961 Keith Leiseth, Golden Valley, Minn., is an ecology instructor at Benilde-St. Margaret’s; he was featured in a story in the Edina Sun Current for the unique teaching techniques he uses in his honors ecology class. Last year, Keith volunteered his students to partner with the Department of Natural Resources to track white-tailed deer and wolves near Camp Ripley in northern Minnesota. This year, his class partnered with the Minnesota Pollution Control Agency to monitor water quality. 1962 David Moe, Juneau, Alaska, published My Spirit Sings (Moe Publishing), a collection of poems written over the past 40 years on a variety of subjects. 1968 Duane M. Ilstrup, Kailua-Kona, Hawaii, is a retired associate professor of biostatistics at the Mayo Clinic. He was recently appointed by the governor of Hawaii to a four-year term on the Hawaii Subarea Health Planning Council. Bruce Johnson, Plymouth, Minn., received the Minnesota High School Hockey Coaches Association’s 2005 Dave Peterson Award. The award is given annually to a high school coach who has shown great leadership in developing youth hockey either locally or statewide. Bruce, currently the boys’ hockey assistant coach at Bloomington Jefferson High School, previously served for several years as head coach at Robbinsdale Armstrong High School. 1969 John-Mark Stensvaag, Iowa City, Iowa, received the 2005 President and Provost Award for Teaching Excellence from the University of Iowa in recognition for his years of outstanding teaching. John-Mark is the Charlotte and Frederick Hubbell Professor of Environmental and Natural Resources Law in the UI College of Law, where he has taught since 1988. He was awarded the university’s Collegiate Teaching Award in both 1989 and 2002, and also received the 1996 UI Instructional Improvement Award, which supports faculty in bringing innovative teaching methods and technologies to the classroom. 1970 Sonya (Hagen) Zieske, Albert Lea, Minn., was one of five finalists for Teacher of the Year in the Albert Lea school district. Sonya is a fifth-grade teacher at Lakeview Elementary School; it is her second year in the district. Her husband, Rev. Curtis Zieske ’69, is pastor at Trinity Lutheran Church, where Sonya serves as director of the children’s choir. She and her husband have two children, Sarah and Aaron. Twin Cities. Previously, she was a vocalist with the ensemble Moore By Four, and has been a solo artist for the past decade, producing six albums on her own label, Minnehaha Music. Ronald Mielke was inducted into the Bloomington Sports Hall of Fame. He is director of sales at Trintel Communications, Inc. Ronald and his wife, Linda, live in Bloomington, Minn. 1977 Rev. Jim Purdham is the minister at Sargeant, Brownsdale, and Lansing United Methodist churches in southeastern Minnesota, leading services at all three each Sunday. He and his wife, Cindy, have two daughters: Katie, 14, and Laura, 12. 1979 David Eitrheim, Menomonie, Wis., was named Family Physician of the Year for 2004 by the Wisconsin Academy of Family Physicians. The award recognizes a physician who exemplifies the tradition of the “family doctor.” David has been a family doctor in Menomonie for 17 years. 1980 1974 Dan Carlson, Excelsior, Minn., is chief of police for Eden Prairie, Minn. This past winter, he and his son, Peter, traveled to Alaska for a month to compete in the international Iditarod dog sled competition, where Peter came in 11th. Connie Evingson was featured in a story in the St. Paul Pioneer Press. Since the 1970s, Connie has been singing jazz in the Lisa Novotny, Minneapolis, was awarded the Woman of Achievement Award from the Minnesota Chapter of the National Association of Women Business Owners at its awards gala in April. The award honors women who have made Summer 2005 ALUMNI PROFILE Dr. Jeanette Vought ’77: Restoring Broken Lives by Kathy (Kuchera) Gruber ’84 Courtesy photo Dr. Jeanette Vought ’77 has compassion for people of all ages who have experienced traumatic or abusive events in their lives. As a licensed psychologist, she saw many people unable to afford mental health care slipping through the system. So in 1993, she founded the Christian Recovery Center (CRC): a nonprofit, nondenominational charitable organization, located in Brooklyn Center, Minn., to help more people get the mental health care they need. Vought’s career journey began at Augsburg, when she became interested in the social work degree offered. Transferring from Golden Valley Lutheran, known today as Lutheran Bible Institute, was easy. “The degree laid the foundation in the helping field,” Vought said in her calm soft voice. One memory she won’t forget occurred during her first day interning at South High as a high school social worker. “They were a tough group of kids with difficult problems,” Vought said, “and they stole my car.” Dr. Jeanette Vought ’77 began her career working with abuse and trauma victims while working toward a social work degree from Augsburg College. Vought called the police, and they offered to drive her to work. On the way, they heard a call over the police radio about an abandoned car. “It had been left in the middle of an intersection, running, and all the doors open,” Vought said. Today she can chuckle over the event. It was during college that Vought landed her first job at Friendship House I (FHI), a residential treatment center for unwed pregnant teens run by Lutheran Social Services. Once she graduated, there were staffing changes at FHI and Vought was asked to develop programs, write policies, and eventually supervise staff. The focus of care transitioned from unwed pregnant teens to treating emotionally disturbed girls ages 12 to 18 years old. “It was hard to write policies because not everyone on staff had a Christian background,” Vought said. In 1981, she found a job with New Life Family Services, working with families, individuals, and marriage counseling. With her previous leadership and program development skills, Vought eventually became executive director. During her years there, she completed her Ph.D. at Union Institute, co-authored a book with Lynn Heitritter, Helping Victims of Sexual Abuse, and authored another book, Post-Abortion Trauma: Nine Steps to Recovery. “I really loved that ministry,” said Vought, “but I saw [in the helping fields] that people who were being abused sexually, emotionally, and domestically were falling between the cracks—especially the poorer people.” Motivated to action, Vought founded CRC in a small office space with a receptionist, a board of directors, and, initially, no pay. Today, CRC sees over 250 clients a week ranging in age from 3 to 80 years old. A Rule 29 clinic, this state-licensed mental health facility has many programs to help facilitate emotional healing. No one is turned away. Vought has another connection with Augsburg, working with interns from the Master of Social Work program. Vought said she gets together with professors Laura Boisen and Maryann Syers-McNairy to work on intern evaluations. Not only does Vought have a heart for the victims of abuse, but also for giving interns the opportunity to develop their skills in helping to restore broken lives. Kathy (Kuchera) Gruber is a 1984 Augsburg graduate and freelance writer in Brooklyn Park, Minn. outstanding contributions to their company. Lisa is vice president of diversity and staffing at General Mills. Lisa Mae Rusinko married Anthony Michael Vannelli in October. Lisa is an executive liaison at Navitaire, Inc., in Minneapolis; Tony is a fire fighter/paramedic Summer 2005 with the St. Paul Fire Department. The couple lives in Shoreview with their children: Tovah (19) and Christian (16) Rykken and Stephen (21), Brianna (18), and Andrew (17) Vannelli. 1981 Suzanne (Sienkiewicz) Peterson, Burnsville, Minn., directs the Master of Education in Teaching and Learning Program at Saint Mary’s University in Winona, Minn., where she also received her Master of Education degree. 1982 Sandy (Walter) Holten, Plymouth, Minn., wrote an article, “Music Therapy for People with Parkinson’s,” that was included in a Parkinson’s disease reference book published by CRC Press (2005). Debra Krueger Knight, Bloomington, Minn., was awarded the Wise Woman Award from the Minnesota Chapter of the National Association of Women Business Owners at its awards gala in April. Debra is co-founder of Career Professionals, Inc. The award honors female business owners who have operated a steady business for more than 10 years and who have sustained their 31 Class Notes company through day-to-day obstacles while continuing to build a healthy, profitable business. 1984 Lori Gustafson, Helsinki, Finland, teaches English to children of diplomats. Paul Mueller, Rochester, Minn., received the Outstanding Faculty Award for 2004 from the Mayo School of Continuing Medical Education. Mike Riley, Brainerd, Minn., is president of Bremer Bank in charge of overall operations in Brainerd and the surrounding communities. Previously, Mike was senior vice president at Bremer. Judy (White) Rixe, Corcoran, Minn., was a member of the Buffalo Thunderbirds women’s hockey team that won the Minnesota state tournament, C-3 division, in March. The team is part of the Women’s Hockey Association of Minnesota, which has been around for 25 years and has grown to nearly 900 players in seven levels of competition. The Thunderbirds were unscored-upon at the tournament; Judy scored two goals and two assists. Her three sons also play for Buffalo teams, and her husband, Steven ’84, coaches youth bantams at Buffalo. 1985 Daniel Cress, Gunnison, Colo., was promoted to professor of sociology at Western State College in Gunnison. His co-edited book on social movements, Authority in Contention, was published this spring. Daniel and his wife, Cindy McKee, have two daughters: Maggie, 11, and Myles, 2. 32 Thomas “Tommy” Terpening, Key West, Fla., works for Cooke Communications as the printing, composition, and graphic services manager for Cooke’s newspaper, The Key West Citizen. 1986 Mike Berry, Dayton, Ohio, is senior vice president of solutions management, development, and operations for The Reynolds and Reynolds Company. Previously, Mike was senior vice president of services at Reynolds. Before joining Reynolds, he was executive vice president of customer support and general manager for Stored Value Systems at Comdata, a division of Ceridian. Jon Thorson, Middleton, Wis., was inducted into the Brainerd High School Distinguished Hall of Fame. He is an associate professor of pharmacy in the graduate school of the University of Wisconsin. 1987 Jacquie Berglund, Minneapolis, was featured in the March 2005 issue of Minnesota Monthly magazine for her Finnegan’s Irish Amber beer and the Spud Society nonprofit organization it funds. Jacquie is co-founder, director of sales, and the sole employee of the company, which uses money generated from its beer sales to help at-risk youth and the working poor. Finnegan’s is available at more than 140 restaurants and 200 liquor stores. 1990 Alisa Holen, Iowa City, Iowa, teaches ceramics and sculpture as an adjunct faculty member at Kirkwood Community College and Mt. Mercy College, both in Cedar Rapids, Iowa. Alisa received her MFA from the University of Iowa in May 2004 and has a home ceramics studio. Karen (Neitge) Holt, Winters, Calif., is teaching grade school at the Davis Waldorf School. 1992 Robera Battal received a Master of Art in African Studies degree at Yale University in 2004. Bethany Buchanan, Minneapolis, is a medicalsurgical RN at Methodist Hospital. She is also a bareboat charter captain and races sailboats competitively on Lake Minnetonka and Lake Superior. Bethany can be reached at <gracesaddress@aol.com>. theatre companies: Jungle Theatre, Park Square, Theatre Mu, Outward Spiral, the Playwrights’ Center, Mystery Cafe, Shakespeare on the Park, and many others. She also does commercial work and can be seen in the short film, PALS, written and directed by Neil Orman. By day Heather is a billing specialist with the law firm Fredrikson & Byron, P.A. Heather can be reached at <porkchop@aboutthisplay.com>. Greg McAllister, Shoreview, Minn., was featured in the St. Paul Pioneer Press as a “business mover.” He is president and chief technologist at Anesis Information Services LLC in Shoreview. Amber (Meier) Tarnowski, Peabody, Mass., is a Kress Fellow at “Historic New England” (formerly SPNEA) in conservation of historic objects. Amber received her Master in Art Conservation degree from Queen’s University (Ontario, Canada) in 2003 and did research as a Kress Fellow (2003–2004) at Harvard University. 1993 1995 Ted Reiff, St. Paul, Minn., is head volleyball coach at The Academy of Holy Angels. Ted has taught science at Holy Angels since 1996 and previously served as the school’s head varsity volleyball coach from 1998–2000 and as assistant varsity coach from 1996–98. He was also head coach for Club Adidas Select Volleyball in St. Paul. Gena (du Bois) Hepworth, MSW, Madera, Calif., is a therapist at DCFS in Fresno County, Calif., doing sandplay therapy. Gena and her husband, Todd, have one child, Gillian. 1994 Heather Stone, Minneapolis, started a theatre company, Sandbox Theatre (www.aboutthisplay). The company’s first production was an original work titled Victoria in Red, which premiered in June at the Bryant Lake Bowl theater in Minneapolis. Sandbox is currently creating a piece about Zelda Fitzgerald to be performed next May at the Loring Playhouse in Minneapolis. Heather has been working professionally in the Twin Cities since 1994 with numerous Dee Ann L. Sibley, Cambridge, Minn., is a high school guidance counselor for Centennial Schools in Circle Pines, Minn. Dee Ann received a master’s degree in art therapy and school guidance and worked as an art therapist in a clinical setting before going into counseling. In 2004 she also taught oil painting for Anoka-Ramsey Community College. 1996 Emily D. Haraldson, Northridge, Calif., is the registrar at the Carnegie Art Museum in Oxnard, Calif., and teaches art history at Mt. San Antonio College in Walnut, Calif. Emily received her M.A. in Art History degree in June 2004 from California State University in Northridge. Her thesis Summer 2005 explored the importance of posters to international environmental movements. online Bathtub Art Museum (www.bathtubmuseum.com) that opened in August 2003. Erika Scheider received the Excellence in Performance Award from the Minnesota Association of Women Police at its annual conference in April. Erika is a police investigator in Roseville, Minn., where she has worked since 1997. Last year, she also received the 2004 Minnesota Chiefs of Police Association Award for meritorious service. Jason Canfield is the band director at Prescott High School. He has a drumming ministry, “Drumming to Spiritual Enlightenment,” and performs at church services and youth events. He recently released a CD of drumming, Drumming from Within, The Inner Drum. Jason lives with his wife, Christy, in River Falls, Wis., and can be reached at <canfield@pressenter.com>. Scott Scholl, Eden Prairie, Minn., married Heather Lucken in June 2004. Scott works in lifestyle management at the Minneapolis Club. Jane Jeong Trenka, Minneapolis, won a $25,000 Loft Award in Creative Prose, part of the 2005 McKnight Artist Fellowship for Writers. She has previously received fellowships from the Jerome Foundation, the Blacklock Nature Sanctuary, the Minnesota State Arts Board, the Loft Literary Center, and S.A.S.E.: The Write Place. Her book, The Language of Blood, received the 2002 Minnesota Book Award for Autobiography/Memoir and was a Barnes and Noble Discover Great New Writers selection. The book was also cited by City Pages as “Best Book by a Local Author” and received a commendation from the Minnesota Humanities Commission. 1997 Carye (Johnson) Bye, Portland, Ore., is running a small arts press called Red Bat Press (www.redbatpress.com), that specializes in old-time printing methods such as woodcut prints, letterpress type, and hand coloring. Carye is also director and curator of the Summer 2005 Pamela J. Glander, Minneapolis, is the associate art director for Social Expressions Company. Pamela is also starting a home-based design/art studio, Outsideline Studio, with her business partner. Derrin Lamker, Minneapolis, was named the new football coach at Osseo High School. Derrin previously served as the offensive coordinator at Armstrong. Jackie Osterhaus is a primary care provider for the Paynesville Area Health Care System (PAHCS) at the Eastside Clinic in Belgrade. Prior to joining PAHCS, Jackie was in the Army Reserves and spent 10 months in Kuwait and Iraq as a physician assistant, processing troops who were being sent home for medical reasons. She is now the acting commander of the 367th Engineering Battalion. 1998 David Peters, Dovre, Wis., was elected to the Chetek Board of Education in Wisconsin. David is chief financial officer for a community development corporation in Almena. Joan Game, Iron Mountain, Minn., works in watercolor and teaches children’s after-school art classes at Hana Mele, her studio/gallery. More than 20 regional artists display and sell their work at her gallery. 1999 Kyran (Christianson) Cadmus is a PACFA (Pet Animal Care Facilities Act) inspector for the State of Colorado Department of Agriculture. She lives with her husband, Pete, in Fort Collins, Colo. Brenda Talarico is a faculty member in the physician assistant program at Augsburg. Adam Thronson, Coon Rapids, Minn., won a Teacher Outstanding Performance (TOP) award from the Anoka-Hennepin School District. The TOP program is designed to involve parents, students, and community members in recognizing exemplary teachers and rewarding them for their efforts. Wendy Vogelgesang, Litchfield, Minn., teaches second grade for Litchfield Public Schools. In addition, Wendy and her husband, David, are busy working on their home, a 1912 Arts and Crafts bungalow. Laura Welke completed and defended her doctoral thesis, “Prefrontal Cortex and Medial Temporal Lobe Interactions in Cognition,” earning a Ph.D. in Anatomy and Neurobiology degree at Boston University School of Medicine. 2000 Stephanie Lein Walseth, St. Paul, Minn., was pictured on the cover of May 25 issue of The Chronicle of Philanthropy, and interviewed for the accompanying article, “Small Theater Puts Training to Use.” Stephanie is managing director of Mu Performing Arts, a Pan-Asian performing arts organization based in Minneapolis. Jennifer Rensenbrink, Minneapolis, is a Web designer for the Star Tribune. Jennifer also does freelance Web design and continues to work on photography and bookmaking. She and her husband, Adam, live in south Minneapolis with their dog and are “slowly” fixing up their old house. 2001 Anne (McCaul) Bailey, Shorewood, Minn., is the gallery manager for Circa Gallery and Dolly Fiterman Fine Arts. In addition, Anne is a certified fine art appraiser and runs Bailey Fine Art Appraisals. Adina (Levine) Bergstrom, New Ulm, Minn., is a lawyer at Gislason and Hunter LLP. Adina also works with her husband’s business on housing restoration and interior design while continuing to pursue photography in her free time. Amy Vatne Bintliff received a Teacher Outstanding Performance (TOP) award from the Anoka-Hennepin School District. The TOP program is designed to involve parents, students, and community members in recognizing exemplary teachers and rewarding them for their efforts. Amy teaches English at Crossroads Alternative High School, where she also leads the Drop-Out Prevention Committee, and is a member of the Department of Reading Specialists, which facilitates a program to meet the needs of struggling readers. Carrie McCarville, St. Louis Park, Minn., owns Mac’s Liquor in Hopkins, Minn. She also plays hockey in a women’s league with other Augsburg women’s hockey alumnae. 33 Class Notes Joyce Nyhus, Buffalo Lake, Minn., was elected the first female mayor of Buffalo Lake, earning 70 percent of the votes. She also teaches written communication at Ridgewater College, and serves as a member of the Renville County HRA Advisory Board and as American Legion Auxiliary president. 2002 Maria Sieve, Leicester, Mass., received a Master of Education degree in May from Providence College. Maria, a math teacher at Holy Name High School, can be contacted at <sievem@ yahoo.com>. Mark O. Rogge, Santa Monica, Calif., graduated in April with an MBA from Pepperdine University’s Graziadio School of Business and Management, and was recently asked to serve as a mentor for the program. He has worked as an executive in the high tech/software industry for the last eight years with both Fortune 100 companies and start-up software companies. Mark lives by the beach, and has appeared on a couple TV shows, a TV show pilot, and in a few commercials since moving to California. He spends most of his free time surfing in Malibu and snowboarding at Mammoth Mountain, and is also training for the Rock-n-Roll Marathon in San Diego. Brooke Stoeckel, Elk River, Minn., is sales manager of meetings and conventions for the Minneapolis Metro North Convention and Visitors Bureau. In 2004 she won both the EMPI Rookie of the Year Award from Meeting Professional International (MPI) and the Best of 2004 Hall of Fame Up-andComing Meeting Professional Award through Minnesota Meetings and Events. She is an 34 active member of the Foundation Committee of the local chapter of the Society of Government Meeting Professionals, and also serves as cochair of the Education Committee for MPI. 2003 Melissa Bawek, Minneapolis, is assistant director of The Augsburg Fund in the Office of Institutional Advancement at Augsburg. Melissa is also pursuing a master’s degree. Erika Hammerschmidt was featured in a story in the St. Paul Pioneer Press for her book, Born on the Wrong Planet, recently published by Tyborne Hill Publishers LLC. Her book describes her quest to understand and be understood as she moves through life diagnosed with Asperger’s syndrome, Tourette’s syndrome, and obsessivecompulsive disorder. Jon Liesmaki, Newport Beach, Calif., completed a Master of Environmental Health and Safety degree from the University of Minnesota-Duluth. He is an environmental health specialist for a consulting firm in southern California called Environmental and Occupations Risk Management. Jon lives with his wife, Natalie. David Mataya, Hudson, Wis., manages creative services at Anderson Windows, Inc., which includes managing creative direction and personnel. In addition, David serves on the Visual Arts Council of the Phipps Center for the Arts in Hudson. Natasha Thoreson, Shoreview, Minn., is a communications coordinator at Family Pathways in Wyoming, Minn. Natasha does some desktop publishing for Family Pathways while keeping up with her photography, drawing, and painting. In her free time she is a volunteer tour guide at the Walker Art Center. 2004 Laura Simones, Minneapolis, is in the process of finding an internship with a child life program in a Twin Cities hospital. She hopes to take photography classes in the area and start her own photography business. 2005 Mark Langseth, MAL, was appointed vice president for university advancement and executive director of the Metropolitan State University Foundation. Mark will serve as the university’s chief development officer. Since 1994, he has been the executive director of Minnesota Campus Compact, and previously served for seven years as chief operating officer of the National Youth Leadership Council. Mark and his wife, Kate DePaolis, have two daughters, Tess, 10, and Teagan, 6. Births/Adoptions Tina (Kubes) ’92 and Lance Peterson, Willmar, Minn.— a daughter, Ellary Brooke, in October. She joins brother Blake, 5, and sister Ari, 2. Tina is a middle school physical education teacher with NL-S Schools and can be reached at <wildmom@ charter.net>. Julie (Severson) ’94 and Dermott Norman, Minnetonka, Minn.— a daughter, Elizabeth Claire, in August 2004. She joins sister Sophie, 2, and half-sisters Emily and Miranda, both 12. Proud grandparents are Audrey (Neiderhauser) ’68 and Clair Severson ’68. Tara (Butler) ’96 and Robb Kruger, Burnsville, Minn.—a son, Calvin Rock, in November. He joins older siblings Chloe and Charlie. Tara can be reached at <taranbkruger@yahoo.com>. Ann Stratton ’96 and her partner, Dawn Madland ’93, Luxemburg, Wis.— two sons, Levi and Luca. Dawn directs an alternative high school in Green Bay, Wis.; Ann previously worked at the University of Wisconsin-Green Bay and now stays home with the boys at the couple’s hobby farm. Ann can be reached at <stratton224@aol.com>. Kathleen (Lindquist) ’00 and Eric Blilie, Blaine, Minn.—a son, Alexander Patrick, in November. He joins older brother Andrew, 2. Also welcoming Alexander is proud uncle Orville Lindquist ’96. Frank Huebner ’02 and his wife, Elizabeth, South St. Paul, Minn.— a daughter, Sophia, in January. The couple was also married in January. Frank is a lab technician at Alternative Technologies, Inc. Karen (Tweeten) ’02 and Russell Larson, Mabel, Minn.—a son, Jordan Ricky, in January. Chad Prigge ’05 and his wife, Laura, Edina, Minn.—a son, Aven Michael, in April. Summer 2005 In Memoriam Richard E. Jacobson ’41, Plymouth, Minn., died in April on his 61st wedding anniversary; he was 86. He was a chemical engineer for Honeywell for 34 years, retiring in 1980 as manager of the Cost EstimationOrdinance Division. He then served as a consultant until 1991. He was honored in 1994 as a WCCO Good Neighbor for his dedication to church and community. He is survived by his wife, Ilamae; sons Richard, Terrance, and Jay; daughter Dawn; and eight grandchildren. Earl V. Lanes ’40, Spokane, Wash., died in April; he was 86. He served in the Navy during WWII and the Korean War. He retired from the Navy in 1962 as a commander in supply at Moffett Field, Calif. He then worked in electronics in Silicon Valley, retiring from Western Microwave as vice president in 1986. He was honored as an Augsburg Distinguished Alumnus in 1975. He was loved and respected for his charity and service, much of which was associated with Immanuel Lutheran Church of Los Altos, Calif., where he was a member for 45 years before moving to Spokane. In the last days of his life he greatly enjoyed watching the recording of the 25th Anniversary Advent Vespers service. He is survived by his wife, Dorothy (Herman) '43; daughter Gretchen; sons Scott, Thomas, and Timothy; seven grandchildren; and five greatgrandchildren. Shirley (Formo) Haven ’46, McHenry, N.Dak., died in February in Mesa, Ariz., of cancer; she was 77. In addition to Augsburg, she also attended the MacPhail School of Music and later taught in Enderlin, N.Dak., before moving north of McHenry to farm with her husband. She served as church organist, choir director, and Summer 2005 Sunday school teacher at Gethsemane Lutheran Church. In spite of arthritis that challenged her physically, she continued to teach piano lessons. She is survived by her husband, Melvin ’38; sons Donald and David; daughter Linda; seven grandchildren; and one greatgrandson. Leroy “Buzz” Northfelt ’52, Minneapolis, died in April; he was 80. He worked for CocaCola Bottling Co. for 36 years. He is survived by his wife of 51 years, Geri. James “Huck” S. Haugen ’56, Minneapolis, died in April from complications of Parkinson’s disease; he was 71. He spent 43 years as a math teacher and coach at Minneapolis South and Washburn high schools, as well as at Augsburg and Bethel colleges. He received his master’s degree in math from Western Michigan University and pursued graduate work at the universities of Maine and Minnesota. A standout football and baseball athlete while attending Augsburg, he was inducted into the Athletic Hall of Fame in 1992. He is survived by his wife of 41 years, Dottie; sons Tom and Peter; and four grandchildren. Kenneth Manske ’61, Asheville, N.C., died in November from a brain tumor. He was a retired professor of chemistry. He is survived by his wife, Janet (Hermstad) ’60; daughter Sheryl; and son Timothy. University of St. Thomas, and previously taught at Winona State University, where she directed the social work program. She was a strong supporter of social work education at Augsburg, serving as an active member of the College’s alumni advisory committee for many years. She was a caring friend and consultant to several faculty colleagues, a valued guest speaker in Augsburg classes, past president of the MN Chapter of the National Association of Social Work (NASW), past chair of the MN Conference of Social Work Education, and current vice-president of the International Association for the Advancement of Social Work with Groups. She was co-author of the book The Road Not Taken: A History of Radical Social Work in the United States (used by Augsburg as a supplemental text) and author of the recently published biography of Gisela Knopka. Augsburg honored her as a Distinguished Alumna in 1999; she also received the 2005 Lifetime Achievement Award from the MN Chapter of the NASW. She is survived by her husband, Carl Schenk; son Jonathan Andrews; step-sons Peter and Tim Schenk; and three step-grandchildren. Leslie (Samuelson) Larsen ’76, Wayzata, Minn., died in May of ovarian cancer; she was 50. She was an interior decorator who completed major projects for Augsburg including the president’s office, the Augsburg Room, and Augsburg House. She also served as an admissions counselor following her graduation from Augsburg. She was the daughter of Pat Samuelson, an active member of the Augsburg Associates. She is also survived by her husband, Kenneth P. ’76; their son, Sam; and her sisters, Barbara and Lynne. Dustin P. Hoff ’04, Minneapolis, died in April; he was 23. He was pursuing his master’s degree in psychology at Bethel College. He is survived by his family and his fiancée, Amanda. Marvin E. Trautwein, Brooklyn Center, Minn., died in March; he was 91. He was an Augsburg professor of education and psychology from 1950-59. He was a Minnesota Teacher of the Year, DFL advocate, master gardener, and activist for the elderly. In addition to teaching at Augsburg, he taught in Nebraska, the Robbinsdale School District, the University of Minnesota, and at several community colleges in Minnesota and Wisconsin. He also wrote teaching materials for McGraw-Hill and was active in national and international psychology organizations until retirement. He is survived by his wife, Margaret (Sateren) ’37, who taught English at Augsburg in the 1950s and ’60s, and by his son, Thomas ’79, and daughterin-law, Margaret (Oven) ’87. Janice Peterson AndrewsSchenk ’66, Minneapolis, died in May of pancreatic cancer; she was 61. She was a dedicated professor of social work at the 35 AUGGIE THOUGHTS Auggie Thoughts EDITOR’S NOTE: This year Murphy Square, Augsburg’s literary arts journal, celebrates 30 years. Following are excerpts from the foreword to this year’s edition, written by English professor John Mitchell, who recollects the journal’s early years. Foreword John Mitchell As a title, Murphy Square came into being in the spring of 1975. … At first I thought the name odd, and still have no idea who thought of it or how it actually came about. … In the immediately preceding years, the literary magazine had been called Arkai, Loose Change, and Burnt Sugar, stilted, jazzy, and enigmatic names that changed almost yearly. In previous decades, coldly allusive literary names like The Dial (Margaret Fuller’s famous transcendentalist magazine in the 1840s) had beggared identity and status. The more I thought about it, the better I liked the new name. I marveled that no one had thought of it previously, this coming down and back to our very place on earth. It was our own, not a classical or alien allusion. Murphy Square is the oldest park in Minneapolis, the oldest free and public space in the city. The title, I reckoned, signified the playful license poets and creative people need to feel and speak truthfully and amusingly—a freely creative zone now identified with the magazine itself. Although the square is enclosed by Augsburg College and the freeway, it is not owned nor regulated by the college. Although writers and artists are associated with the college, they are not controlled by it. Like the circle, the square may also be seen as a symbol of perfection or, short of that lofty aspiration, a symbol of wholeness and centered or squaredaway integrity. Because of this line of reasoning, I am grateful for the continuity of the name for the past 30 years, as opposed to a string of idiosyncratic appellations not many alumni would likely remember and be able to refer to. More personally, I get more pleasure from being published in Murphy Square than from a nationally distributed magazine. Why? Well, more people are likely to read my work, people I know and care about, and readers who will be more able to construe it in terms of my known local identity. To put it in literary jargon, I have the chance to be a public poet rather than merely a private one. Murphy Square gives me a sense of a reading public, a community to write to and for and about, the dream of most artists, including minor ones. Finally, I like the title and purpose of Murphy Square because it is neither pretentious nor timid. It is just what it is, take it or leave it. Certainly there is pride in competitive publication, but, I trust, not a false pride nor an overweening one. And the truth is, the literary magazine is an institution in and of itself. Check the archive in the library. It was here 36 Title page design by Aaron Koehn ’06 before we arrived (going back to the Roaring ’20s and The Jazz Age) and will be here long after we have passed. And there our poems and stories and photographs and art works and recognitions of editorial contributions will be manifested, speaking of our living and feeling presence to the future from the past. There’s not much in our studious lives that performs such a cherished role and acquires such a persistent value. John Mitchell is an associate professor of English and faculty adviser emeritus to Murphy Square. Leaf Meditation Sarah Aune ’06 She takes shrooms on occasion, For clarity. And I play my red guitar. She has always wanted to date a girl. And I want to be an artist. But some leaves are blown away, Browning and taking seed in other dimensions. Only in the spring of dreams we see them— Sprouting. Finally at home in the soil. Summer 2005 Roarin’ and Soarin’ Auggie Style September 26-October 2 Monday, September 26 Friday, September 30 • Roarin’ and Soarin’ Student Activities • Class of 1955 Reunion Breakfast • International Student Homecoming Reception • Homecoming Chapel • Christensen Symposium (Part 1) • Roarin’ and Soarin’ Student Activity • Roarin’ and Soarin’ Student Kick-off Event, “A Roarin’ Good Time” • Variety Show and Coronation • Pep Rally Saturday, October 1 Tuesday, September 27 • Augsburg College Nurses Alumni Association Brunch • Christensen Symposium (Part 2) • Annual Social Work Alumni Network (SWAN) Homecoming Brunch • Counseling and Health Promotion Annual Fair • Fourth Annual Powder Puff Football Game Wednesday, September 28 • Class of 1955 Reunion Luncheon • Alumni Chamber Music Recital • 2006 Alumni Tour to China Information Session • Soarin’ to the Finish Line: A Roarin’ Celebration of Augsburg Athletics • Class of 1995 Tailgating Reunion • Augsburg Associates Annual Fall Luncheon • WEC Alumni Network Lunch Reunion & Gathering • Roarin’ and Soarin’ Student Activity • Homecoming Picnic • Baseball Alumni Game • Augsburg Wrestling Alumni, Family, and Friends Barbeque • Augsburg Ethnic Programs Celebration • Scholastic Connections Dinner • Augsburg Football Alumni, Family, and Friends Barbeque Thursday, September 29 • Homecoming Football Game vs. Carleton College • Los Gauchos de Roldan (live Paraguayan music group) • Post-Game Gathering for First Decade, WEC, Football, and Wrestling Groups • Leadership Workshop: The Art of Presentation • English Alumni/ae Reunion and Reading • 2005 Athletic Hall of Fame Banquet • Volleyball Game vs. St. Olaf College • Homecoming Dinner & Reunion Parties • Women’s Soccer Game vs. Macalester College • Men’s Soccer Pre-Game Alumni Gathering • Men’s Soccer Game vs. the College of St. Scholastica Sunday, October 2 • Men’s Soccer Alumni Game 2005 Award Recipients Distinguished Alumni Award Donald A. Anderson ’60 Donald Mattison ’66 Janice Aune ’88 Spirit of Augsburg Award Richard J. Thoni The Augsburg Centennial Singers First Decade Award Aaron Cross ’97 Andry Andriambololona Jurcich ’98 Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. __________________________________________________________________________________________________________________ Full name Maiden name Class year or last year attended __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ ■ Okay to publish your e-mail address? Home telephone E-mail __________________________________________________________________________________________________________________ Employer Position Work telephone Is spouse also a graduate of Augsburg College? ■ Yes ■ No If yes, class year_______________ __________________________________________________________________________________________________________________ Spouse name Maiden name Your news: ________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 2211 Riverside Avenue Minneapolis, MN 55454 Non—Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031
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Title: Augsburg Now Winter 2003-04
Collection: Alumni Magazine Collection
Search Result: Augsburg Now Winter 04.3 A 4/5/04 7:28 AM P U B L I C AT I O N Winter 2003-04 Page 1 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 2 Peter Agre ’70 2003 Nobel Prize Winner in Chemistry Augsburg Now Winter 04.3 4/5/04 7:28 AM Page 2 LLetters ...
Show more Augsburg Now Winter 04.3 A 4/5/04 7:28 AM P U B L I C AT I O N Winter 2003-04 Page 1 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 2 Peter Agre ’70 2003 Nobel Prize Winner in Chemistry Augsburg Now Winter 04.3 4/5/04 7:28 AM Page 2 LLetters ETTERS Editor’s note I t is said that good things come to those who wait. This winter issue of Augsburg Now is all about both good things and waiting. You, the readers, are the ones who have been waiting for the winter Now (at least, editors always hope you are), even as we have already entered into early spring. On our part, it’s the good things that have caused us to wait on its production. About mid-winter, when the issue is usually mailed, we learned that Peter Agre, Augsburg Class of 1970 and 2003 Nobel Prize winner in chemistry, was coming to campus in late February. Since our winter issue already included a story about Agre and the awarding of his Nobel Prize, we made the decision to delay production so that we could expand the article to include his memorable days with us here. It’s a rare and wonderful moment when a college can celebrate with one of its own, especially one whose vocation so richly embodies the mission of the College. For Agre, his time at Augsburg was a time of discovery and connections—exploring the subjects that piqued his interest and connecting with professors who made these subjects come alive and speak to him. While in medical school Agre turned to research, where he realized his talents in research could serve to greater benefit in seeking the causes of illness. And now, while he has the ear of the scientific world, he is a strong advocate for adequate funding in science education to enable all citizens to make responsible decisions about ourselves, our society, and our environment. The College also revels in the recognition our partnership with Cedar-Riverside Community School received, as Augsburg was lauded by the Carter Foundation and Campus Compact as an outstanding community partner. Read about that in Around the Quad. Plus, we feature the Campus Kitchen at Augsburg, a new community partnership program that has already brought us local media attention. Students and volunteers transform surplus food from the College’s dining service and a local food shelter into tasty meals that are delivered to several neighborhood community agencies. Last fall the College celebrated the 10th anniversary of the Hispanic/Latino Student Services program, which provides support and encouragement to help these students succeed at Augsburg. You’ll read about the impact this program has in strengthening the appreciation of cultural richness within Augsburg’s learning community. So, good things keep happening. And, we move into spring with this winter issue—fully aware that in Minnesota there could well still be some wintery snowflakes falling as you read this in April. The next issue will be a combined spring and summer issue to bring you exciting news about Access to Excellence: The Campaign for Augsburg College that Augsburg kicks off on April 18 with a community festival. Join us! Betsey Norgard Editor JIMMY CARTER IS HONORED AT THE NINTH ANNUAL PEACE PRIZE FESTIVAL AND VISITS CHILDREN AT J.J. HILL SCHOOL The Ninth Annual Peace Prize Festival at Augsburg brought together more than 700 area school children to honor President Jimmy Carter, the 2002 Nobel Peace Prize laureate. Displays and performances were presented around the lives of past peace laureates. Carter was not able to participate, but special guests included Gro Bruntland, former prime minister of Norway; Knut Vollebæk, Norwegian ambassador to the U.S.; and Professor Geir Lundestad, director of the Norwegian Nobel Institute. On Feb. 21, while attending the 2004 Peace Prize Forum at St. Olaf College, President Jimmy Carter squeezed in a visit to a special “mini-Peace Prize Festival” at J.J. Hill Montessori School in St. Paul, where children prepared skits about Nobel Peace Prize laureates. Carter was accompanied by his wife, Rosalynn, and President William Frame. Augsburg Now Winter 04.3 4/1/04 Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard 11:50 AM Page 4 A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Winter 2003-04 Vol. 66, No. 2 Features Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz 8 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton An enormous honor for discovery of tiny proteins by Betsey Norgard 14 Dishing up recipes for learning and serving by Betsey Norgard Director of Public Relations and Communication Dan Jorgensen 16 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 by Betsey Norgard Postmaster: Send correspondence, name changes, and address corrections to: Augsburg Now, Office of Public Relations and Communication, 2211 Riverside Ave., Minneapolis, MN 55454. E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu Connecting on campus— a home for Hispanic/ Latino students 19 Augsburg—a Keto family affair by Rebecca Welle ’04 Departments 2 Around the Quad 6 Sports 20 Alumni News 22 Homecoming 2003 Photos 26 Class Notes 35 In Memoriam 36 Auggie Thoughts inside back cover Calendar 50 percent recycled paper (10 percent post-consumer waste) On the cover: Peter Agre, Class of 1970, is congratulated by King Carl XVI Gustaf of Sweden upon receiving the 2003 Nobel Prize in Chemistry. © 2003, The Nobel Foundation. Photo by Hans Mehlin. Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 5 AROUND QUAD Around THE the Quad NOTEWORTHY Augsburg launches MBA program In fall 2004, Augsburg will launch the charter class of its new MBA program. The 21-month program will meet in small cohort format, encouraging close collaboration with faculty as well as fellow students. For information, e-mail <mbainfo@augsburg.edu> or call 612-330-1101. Math student teams place high An Augsburg three-person math team finished fourth among 65 teams in November in the North Central Section Team Problem-Solving Contest sponsored by the Mathematical Association of America. Another Augsburg team finished in the top half of the competition. Team members were Tim Bancroft, Andrew Held, Hung Nguyen, John Staton, David Wallace, and Dan Wolf. Physics student chapter is honored Augsburg’s chapter of the Society of Physics Students was selected as an outstanding chapter for 2002-03. The award letter highlights depth and breadth of “physics research, public science outreach, physics tutoring programs, hosting and representation at physics meetings, and providing social interaction for chapter members.” This is the second time in four years that Augsburg’s chapter has been among the top 10 percent recognized. New and continued physics grants Augsburg has received funding from the National Science Foundation and NASA for three multi-year research projects, each of which will provide funds for undergraduate student research. Professor Mark Engebretson heads up both NSF projects: the first, a five-year, $600,000 grant to support continued studies using the MACCS array of magnetometers in Arctic Canada; and the second, a threeyear, $426,000 grant with Dartmouth College to continue similar studies using data primarily from Antarctica. Professor Ken Erickson heads up Augsburg’s efforts to use data from NASA’s polar satellite to study magnetospheric substorms, and subsequent auroral displays. This $252,000 project is shared with Princeton University’s Plasma Physics Laboratory. Augsburg speech team scores top points at tourney C ompeting at the state and national levels against schools of all sizes, Augsburg Speech Team members have compiled a string of impressive victories. At the 22nd Annual Novice National Speech Tournament, held in early March at the Heather Nystrom ’05 and Ryan Sobolik ’05 Crystal Harles ’04 University of Houston, junior Ryan Sobolik Harles’ speech deals with international placed fourth in the nation in slavery and she said she tried to make the Extemporaneous Speaking, while the issue personal to help people understand Augsburg team garnered sixth place in the that their actions can make a difference in limited sweepstakes division. combating this situation. “There were so many excellent Junior Heather Nystrom took sixth speakers, I was proud just to make it to place in the same competition, with what the finals,” said Sobolik, of Fargo, N.Dak. she calls a “tough sell … trying to More than 50 colleges and universities, convince people to learn more about with over 1,000 competitors, participated statistical literacy, and apply it to their in the tournament. daily lives.” Through humor she tried to Earlier, at the Minnesota College keep people’s attention. Forensic Association’s annual state Augsburg’s team won a second place tournament, senior Crystal Harles won sweepstakes award in the limited entry second place in Oratory. This gives her a division at this state tournament. Coach bid as one of two Minnesota students to and communication studies professor Bob compete in the Interstate Oratory Groven says that this carries special weight Competition, the nation’s oldest and most since Minnesota’s state tournament prestigious oratory tournament, to be held presents some of the toughest competition in Phoenix in April. in the country. “Transforming the Profession of Health Care” Distinguished Alumnus Dr. Paul Batalden ’63 (left), Dartmouth Medical School, and Dr. David Leach, Accreditation Council for Graduate Medical Education, presented the 2004 Batalden Seminar in Applied Ethics, “Transforming the Profession of Health Care.” This coincided with the twoday conference, “Building Minnesota’s Healthcare Workforce through Diversity,” sponsored by Augsburg, Minnesota Hospital Association, Fairview Health Services, and UnitedHealth Group at which presenters included Minnesota senator Sheila Kiscaden and former U.S. senator Dave Durenberger. 2 2 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 6 Augsburg neighborhood partnership is honored Alumni, Friends, and Families— Come Celebrate! Augsburg Community Festival T he long standing relationship between Augsburg College and the Cedar-Riverside Community School was honored as one of six finalists for the new Carter Partnership Award that was presented by President Jimmy Augsburg and Cedar-Riverside Community School staff were Carter and his wife, honored at the Carter Partnership awards banquet. Rosalynn, as part of the Campus Compact director. “A president of the United States 10th anniversary event in February. The now knows who we are and what we’ve purpose of the award is to provide become. And Augsburg College has been recognition for outstanding campusthere for us all these years. They are what community partnerships. makes a true community school.” The award was presented to the Mary Laurel True, associate director of Grant Community School Collaborative of the Center for Service, Work, and Duluth. But, Mrs. Carter added, “Every Learning, said it was wonderful to be single one of the nominated partnerships recognized for a true, long-term, vital deserves recognition. It doesn't matter partnership. “It meant the world to us to who wins.” be able to let others know about our “It was a grand night for Cedarneighborhood and the immigrants who Riverside Community School,” said live here, and all the great work that we Stephanie Byrdziak, the school’s assistant do together.” Sunday, April 18, 2004 Noon–4:30 p.m. Campus-wide activities 12:30 Campaign kickoff, free food, and giveaways—on the Augsburg campus 12:45-4:30 Free activities for all ages • Free food, music, exhibits, reading corner • Science demonstrations • Lute Olson basketball clinic for boys and girls • Hockey clinic/open ice skating • Health screenings • Theatre production—Machinal • Art exhibits • Celebration service …and much, much more. You don’t want to miss it! Come back and join us on campus! Access to Excellence: The Campaign for Augsburg College Three new regents elected to board T he Augsburg Board of Regents welcomed three new members at its January meeting. Dan Anderson ’65, Dr. Marshall Stanton, and Emily Anne Tuttle were elected to six-year terms. Dan Anderson ’65 Dan Anderson was an All-American basketball player at Augsburg, and went on to play professional basketball with the Minnesota Pipers and as a charter member of the New Jersey Nets. He is now president of Swenson Anderson Financial Group in Minneapolis, with a network of planners across Minnesota and neighboring states. He is also regional director for Financial Network Investment Corporation, and a Winter 2003-04 general agent for a number of insurance companies. He serves on the board of Metro Hope Ministries. Marshall Stanton, M.D. Marshall Stanton is vice president, medical affairs for Cardiac Rhythm Management at Medtronic. He is a fellow of the American College of Cardiology and is chairman of the Fellowship Committee of the North American Society of Pacing and Electrophysiology. He graduated from the University of Pennsylvania and the Medical College of Virginia. He completed a residency in internal medicine at Mayo Medical School; he returned there to join the faculty and became director of the Cardiovascular Training Program. He also completed a fellowship in cardiology at Indiana University School of Medicine. Emily Anne Tuttle Emily Anne Tuttle was the first Democratic woman elected to the Minnesota Senate and specialized in healthcare policy. She was also elected to the Hennepin County Board of Commissioners. She currently serves on the Minnesota Humanities Commission and the boards of the Guthrie Theater, Abbott Northwestern Hospital, and the Minnesota Community Foundation. She is a graduate of the University of Minnesota and earned her master’s degree in public administration from the John F. Kennedy School of Government at Harvard University. 3 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 7 Around the Quad A single book and black robes—a medieval experience by Dan Jorgensen T hirty-two Augsburg first-year students are already wearing their graduation robes, but they won’t be participating in graduation ceremonies in May. The students are part of an experiment that not only is teaching them about life in medieval times but also is blending seven disciplines into one exciting new crosscurricular program. The experiment, titled “Medieval Connections,” not only has both exceeded its professors’ broadest expectations, but it soon could serve as a model for other Augsburg courses and for liberal arts institutions across the nation. “When the College embarked on a new general education curriculum this academic year, faculty were encouraged to seek ways to present courses that were interdisciplinary in nature,” noted Phil Adamo, assistant professor of history and leader of the new program. Adamo has been so pleased with the results of the course that he plans to prepare a paper on it for possible publication in several national journals. A core group of Augsburg faculty, including Adamo; Kristin Anderson, art; Phil Quanbeck II, religion; Joan Griffin, Students in Medieval Connections learn from a single book chained in the library. 4 English; and Merilee Klemp, music, met and put together the basics for the course. Philosophy colleague Bruce Reichenbach, and Darcey Engen, theatre, joined them to form the seven disciplines represented by the course itself. “The key idea that stuck with us is that the In the Medieval Connections class, students wear robes, as university/college that students did in the Middle Ages. we know today comes out of the 12th century,” Adamo said. help teach but also to respond to one “Faculty and students wore robes another and students’ questions. In somewhat similar to those that they do addition, a wide range of faculty and today, although today, of course, they’re others who have learned about the primarily used in ceremonies like course have been “dropping in” to share graduation.” their knowledge and expertise on The students are both taught and everything from medieval armor to what it learn in a style reminiscent of the was like to be a “traveling Sophist.” educational experience faced by students One recent guest professor was a monk from the “High Middle Ages”—the years from St. John’s University who talked 1100-1300 A.D. To learn in this fashion, about monastic life, the Gregorian chant, both students and faculty attend class and how the Bible was written by hand, garbed in robes—the faculty members using a project to write a new Bible wearing the robes that signify their currently underway at his school as an academic background and highest degree example. earned; the students wearing the robes Students begin each class with a prayer that they ultimately will again wear on to the medieval “saint of the day,” working graduation day. While students do have in teams to prepare the prayers and access to modern learning devices, such as presentations on the saints. Thomas papers and ballpoint pens, they all have to Aquinas, for example, was selected learn from one single book—a large because he is the patron saint of all volume that was “constructed” by the students. There are also long-term projects professors in cooperation with art for each student, and the final class will be instructor Tara Christopherson, and is a medieval feast where some will cook, chained in the library where the students some will play or sing music, some will must go to read it. As students read, they juggle, and some will debate—all the can write “marginalia” (comments) in the kinds of things students might have done book’s margins about what they have read, in a big medieval feast of the time. thus providing reading help for their “I think it’s a bit of genius here,” classmates and others who follow. This is Quanbeck noted. “Thanks to Professor similar to what would have happened in Adamo, we’re combining the theatrical, the Middle Ages, Adamo said. experiential, and academic and turning it Sometimes a single professor teaches into something that makes it very for the three-hour class, but usually two memorable. It changes students’ habits or three professors come, not only to and how they learn.” Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 8 Basketball in a different league Vern Maunu by Betsey Norgard W Vern Maunu here might you find a thousand Twin Cities middle school and high school students on Sunday afternoons during the winter months? A logical answer might be the ski slopes or the malls, but in this case the answer is in church gyms playing in the AugsburgCongregational Youth Basketball League. Thirteen years ago, Augsburg College Pastor Dave Wold had concerns about young people and their connection to churches. Many dropped out of church after confirmation, and many young people in city neighborhoods had no connection to a church. Wold was interested in addressing these issues, as well as getting the word out about Augsburg College. Wold’s idea of a basketball league took shape when he realized how many church gyms in the metro area were not being used, and especially in thinking about how many students enjoy playing basketball but had no team to play on if they weren’t able to make their school teams. Wold and a group of youth directors and pastors developed the mission of the More than 100 Augsburg students, led by Pastor Dave Wold (right) help with various tasks during the Congregational Youth League Tournament at Augsburg in March. Winter 2003-04 Every game in the 70-church Congregational Youth Basketball League starts with devotions and ends with prayer, shared by both opposing teams. league “to provide relaxed yet structured games in a Christian setting, allowing kids an opportunity for fun and exercise while building relationships with teammates, opponents, and God.” Now, more than 70 churches and as many as 1,000 students play in church gyms on Sunday afternoons in the months of January and February. The season climaxes on the first weekend in March at a tournament on Augsburg’s campus. More than 100 Augsburg students help out at the tourney as referees, photographers, concessions workers, security people, etc. Wold, along with league director David Wrightsman and other youth professionals who run the league, seek to keep the tournament as low cost as possible. If churches can’t afford the full participation fee, which pays mostly for uniforms and referee fees, they find ways to subsidize them. As in any athletic division, there are rules. Each game begins with devotions and ends with prayer, shared by both opposing teams. During the game, there must be equal playing time for all team members. And, each team is strongly encouraged to take on service projects— in the church’s gym, in food programs, or in projects like Habitat for Humanity. The league has succeeded in bringing youth to the church. Half of the 70 teams last year were made up of senior high boys, and half or more of these players were not members of the churches for which they played. Some youth choose to play for a church team instead of their school team. Wonderful friendships form through the games. Teams from city and suburban churches get to know each other, and players build relationships with teammates, coaches, youth workers, and pastors. The story of Noah, an adopted Filipino high school student, is one example of the faith and love in this league. Noah has faced challenges all his life from a birth defect in his brain. He learned to love basketball and found tremendous support and friendship in his church team. His strength is in shooting, especially long shots. About five years ago in the tournament, the two finalist teams remained locked in a close game. In the final seconds, it was Noah who sank the ball from a long, half-court shot to win the tournament for his team. “That shows how great sport can be and how great people can be,” says Wold. For information on the Congregational Youth Basketball League, contact Pastor Dave Wold at 612-3301732 or <wold@augsburg.edu>; or David Wrightsman at the Urban Youth Ministry Project, 612-599-6911. 5 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 9 Sports Auggie women skate and tour in Italy, Austria Staff photo by Don Stoner M embers of the Augsburg College women’s hockey team took a trip of a lifetime during the Christmas holiday break, as they traveled to Italy and Austria, playing three games against local club teams and experiencing the beauty of the two countries. Ten Auggie players made the trip, along with head coach Jill Pohtilla, assistant coaches Barb Halbrehder and Bill Halbrehder, Augsburg staff, and several family members. The eight-day trip took the Auggies through the heart of northern Italy and to the historic cities of Florence and Rome. Members of the team raised money for two years to pay for the journey. “Having an opportunity to learn about another culture, first hand, is something the players will never forget,” Pohtilla said. “I had a similar opportunity playing hockey in Finland in 1980, and I will never forget some of the experiences I had.” On Dec. 29, after a day-long series of flights across the Atlantic, the Auggies arrived in Milan, met Marc Smith, their tour manager from GoPlay Sports Tours, and immediately began a day of sightseeing to help counteract the effects of jetlag. In Milan, Italy’s largest city, the team toured the Duomo, a stunning baroque cathedral with 3,400 statues and 135 spires, and walked across the city square to a huge downtown shopping area, the Galleria Vittorio Emanuele. After a night of needed rest in the nearby city of Bergamo, Augsburg was set to play its first game, against the Halloween Como team in the small town of Zanica. Women’s hockey in Italy is still in relative infancy, with only a handful of teams in the northern part of the country. So, with only nine skaters and a goalie, Augsburg was competitive against all of its opponents. In fact, Augsburg dispatched of 6 Members of the Augsburg women’s hockey team and others pose in front of the Colosseum in Rome. Front row (L to R) Jana Ford, Corrie Krzyska, assistant coach Barb Halbrehder, Kristin Johnson, Annie Annunziato, Maggie McDonald, Calla Lundquist, Britt Pennington, tour manager Marc Smith. Back row (L to R) Dale Ford, Jacob Ford, Molly Ford, Dottie Gilkerson, Christina Hughes, assistant coach Bill Halbrehder, head coach Jill Pohtilla, Kristin Opalinski ‘03; sports information coordinator Don Stoner, Stacy Anderson, Laura Prasek, athletic trainer Missy Strauch, Mari Johnson, Heidi Ford. Halloween Como by a 14-0 count. Freshman Stacy Anderson had a sixpoint day, with three goals and three assists, while senior Christina Hughes also had a hat trick (three goals). Senior Dottie Gilkerson, juniors Corrie Krzyska and Laura Prasek, and sophomores Calla Lundquist and Britt Pennington each scored two goals, while senior Annie Annunziato contributed assists. The team then moved on to the Alpine city of Bolzano, little city where the Auggies were then headquartered for three days. New Year’s Eve provided an incredible day and night of new experiences, including a two-hour bus ride deep into the Austrian Alps. As the team rode to Austria, jaws dropped at the stunning scenery of the Brenner Pass, one of Europe’s most famous trade routes. The team’s second game also provided a unique experience—a semi-outdoor rink in the small town of Kundl, Austria. The rink was enclosed, but two of the four sides were open to the elements. Many players said it was the first time they had played on an outdoor rink, which made for an interesting game. Like Italy, women’s hockey in Austria is also relatively new, but the Kundl Crocodiles provided some strong competition. The team even recruited other players from its league to play the Auggies, but in the end, the Minnesota players’ years of experience proved too much, as Augsburg won 6-0. Pennington was the star of the game, with a three-goal hat trick, with Gilkerson, Hughes, and Annunziato adding markers. Junior Jana Ford also got on the board for the Auggies with an assist. Augsburg outshot Kundl by a 2910 margin, with junior goalie Kristin Johnson getting her second straight shutout. “One of the funniest moments for me was when the Austrian team hosted a Winter 2003-04 4/1/04 11:50 AM Page 10 the famed Trevi Fountain, you will Italy, the Bolzano Eagles. The return to Rome someday, and every game was played at the member of the Augsburg group threw Bolzano civic arena, the largest some coins in the water. hockey arena in the country, Augsburg’s final full day in Italy was with seating for more than a whirlwhind day of sightseeing across 7,000 spectators. Rome. Starting early, they toured the Augsburg scored three Colosseum, the fabled arena where goals in the first eight minutes gladiators battled before the emperors, of the game and claimed a 6-2 and traveled up the hill to the Roman victory to complete the trip. Forum, an archeological wonder from Anderson had her second hat ancient times. trick of the trip, with Prasek, From there, the group went to the Annunziato, and Krzyska Pantheon, the oldest complete structure adding goals. The Auggies Dottie Gilkerson (left) and Kristin Johnson (right) pose in Rome, a church of immense size and dominated from start to finish, with a member of the Kundl Crocodiles after Augsburg’s beauty. The day ended in the holiest of not allowing Bolzano’s goals 6-0 win in Kundl, Austria, on Dec. 31. sites, St. Peter’s Basilica in the Vatican, until the final two minutes of followed by a pizza dinner and a trip to the game. brief get-together after our game. The a gelato shop for some authentic Italian With the hockey complete, the language barrier was evident, and it ice cream. Auggies became tourists, as the journey took a line from Finding Nemo to break It was a trip filled with exciting went south into the fabled province of through. The players from both teams hockey, memorable sights, once-in-aTuscany. A night in the small city of knew the lines, ‘Keep swimming, keep lifetime moments, and an incredible Montecatini was followed by a day of swimming’ along with ‘Mine...mine... opportunity to come together as a team sightseeing in Florence, the city that mine.’ We all laughed hard about it,” in the process. spawned the Renaissance. Pohtilla said. From the Duomo church with its On the trip back to Bolzano, the Don Stoner is sports information unique “dome within a dome” design to team stopped for a couple of hours in coordinator and accompanied the team on the beautiful plazas, the Ponte Vecchio the Bavarian winter sports mecca of their trip. bridge and the stunning churches and Innsbruck, host city for two Winter public spaces, the day Olympic games. As the team arrived, a in Florence, while running race was taking place as part of short, was still the city’s New Year’s Eve celebration, memorable. And providing a unique detour. several of the players Arriving back in Bolzano, the showed off their Auggies joined thousands of Italians at “power-shopping” the city’s soccer stadium for a grand skills as well. New Year’s Eve party, complete with Back on the bus bands, fireworks, and plenty of and the four-hour celebrating. journey to Rome New Year’s Day provided some of the where, yet again, the most incredible scenery of the trip, as scenery was the team traveled deep into the craggy outstanding at every high peaks of the Dolomite mountains, turn. The evening unique among the splinter ranges of the was spent in two of Alps. The cable car rides to the top of the most famous the mountain at a local ski area gave the places in Rome, the Auggies plenty of stunning views for Spanish Steps and the photo opportunities and time for Trevi Fountain. Jana Ford (2) and a Bolzano player pursue the puck during playing in the snow. Augsburg’s 6-2 victory over the HC Bolzano Eagles. Augsburg won According to legend, The next day, Augsburg had its last if you throw a coin in all three of its games against opponents from Italy and Austria, outscoring the foes by a 26-2 margin. game of the trip against the best team in Winter 2003-04 7 Staff photo Staff photo Augsburg Now Winter 04.3 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 11 AN ENORMOUS HONOR FOR DISCOVERY OF TINY PROTEINS PETER AGRE ’70, THE NOBEL PRIZE IN CHEMISTRY by Betsey Norgard Augsburg’s focus on vocation centers on listening for and responding to a call in one’s life. Peter Agre’s illustrious career has exemplified this process of understanding one’s passions and talents, and discerning the work that would best use them in service to others. Last fall, Agre’s life was unexpectedly and dramatically changed by another call—a single telephone call that came at 5:30 in the morning on October 8. The voice on the other end spoke politely with a Swedish accent and informed him that he had won the Nobel Prize in Chemistry for 2003. Since then, Agre’s life has been a whirlwind of travel, interviews, ceremonies, speeches, and thousands of e-mails. Highlights have been the Nobel week in Stockholm, honors at the White House, and, most recently, a hometown tribute befitting a high school and college hero. Agre is a Minnesota native, born in Northfield where his father taught chemistry at St. Olaf College. In 1959, Courtland Agre came to Augsburg as chemistry department chair, and within three years, with the help of new professors John Holum and Earl Alton, rebuilt and refurbished the department. Augsburg’s chemistry program then received the prestigious approval from the American Chemical Society. In his senior year at Roosevelt High School in Minneapolis, Peter Agre was voted one of two most likely to succeed. He was not a focused student, however, and took more interest in the underground student newspaper than in his academic subjects. He refers to himself as a “handful” for his teachers. Already in his last year of high school, Agre began taking classes at Augsburg and then enrolled full time. Here he truly connected with several 8 Nobel winner Peter Agre returned to campus and visited the chemistry labs where he spent considerable time as a student in the late 1960s. Here, he chats with student Mike Starner about the day’s project. professors, most especially with John Holum in chemistry, and was able to complete a major in chemistry in twoand-a-half years, culminating in the decision to became a medical doctor. During medical school at Johns Hopkins University, Agre began gravitating toward research. “I wanted the kind of career where I could help people and do useful work that helped people—both as individual patients and by working on disease mechanisms,” Agre explains. “That’s what really got me into the science.” In his senior year in medical school, he began working in laboratories, rather than pursuing the advanced training of a specialty. After a three-year medical residency at Case Western Reserve University and a clinical fellowship at University of North Carolina, he returned to Johns Hopkins for a research fellowship in cell biology. In 1984 he joined the faculty and is now professor of biochemistry. It was his roommate in medical school who first connected him with a “hot” research lab on campus staffed by an international group of researchers, with whom he remains close. “It was actually the people doing science as much as the science that caught my interest,” Agre explains. “I never felt so excited about being with a group of individuals as with the people in this laboratory.” Some of these researchers traveled to Sweden to be with him at the Nobel ceremony. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 12 Prize-winning research Agre was honored for his work in discovering the existence of proteins that he named “aquaporins,” that are responsible for the passage of water across cell membranes, a process essential to all living things. Agre’s discovery was a result of research serendipity—or “luck favoring the well-prepared,” as it was described in a Johns Hopkins press release. In 1991, while engaged in other research, his lab noticed a small, ubiquitous protein, which they isolated and cloned—and which later proved to be the longsought-after regulator of water movement across cells. (See sidebar on page 11). Agre shares the $1.3 million prize with Roderick MacKinnon, of Rockefeller University in New York, whose research studied similar questions of cell transport involving ions. Across the ocean and seven hours earlier, Augsburg students, staff, and faculty watched via live webcast the formal proceedings of the Nobel Prize Ceremony in Stockholm on Dec. 10. Nobel Peace Prize, awarded in Oslo, Norway), on Dec. 10, the anniversary of the death of Alfred Nobel, who bequeathed the endowment that funds the annual awards. For a week around this date, the 2003 laureates presented lectures, spoke at press conferences, made visits to academic and medical institutions in Scandinavia, and enjoyed the Nobel collegiality. Agre describes the week as “Cinderella-like, except at midnight everyone kept partying.” Agre received his gold medal at the The Nobel Prizes are awarded in highly formal prize ceremony, presented Stockholm, Sweden (except for the to him by King Carl XVI Gustaf of Sweden, surrounded by the royal family and prestigious academics. At the gala banquet, Agre presented a short “thank-you” speech on behalf of MacKinnon and himself (see p. 11). The Augsburg community was able to share in the festivities via a live webcast from Stockholm. In Christensen Center, a crowd gathered around a large computer Don Shelby (right), host of the afternoon show on WCCO radio, enjoyed a radio interview with Peter Agre and President Frame. monitor, under a A week in December Winter 2003-04 banner congratulating Agre, and cheered and clapped even while watching a very fuzzy screen image. Back home in Minnesota In February Agre returned to the Twin Cities for several days to visit his family, as well as to engage in yet another week of whirlwind activities and talks. His first stop in Minneapolis was at his high school alma mater, something he says he wanted to do for himself. His message to students there is one he repeated several more times during the week: “Whatever it is that captures your interest—you should go for it. There’s no limit in life. You can do whatever you want.” At Augsburg, to a filled Hoversten Chapel, Agre presented the same lecture about his research that he gave in Stockholm during Nobel Week. He likened the chance discovery of aquaporin water channels to that of driving along a gravel road in the middle of nowhere in northern Minnesota and suddenly coming upon a city of 200,000 people. “You think to yourself, ‘now this is really interesting,’ ” he quipped. While on campus, Agre had a chance 9 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 13 Agre and President William Frame testified before the Minnesota Senate Higher Education Budget Committee about the need for adequate funding for education. sequence of his findings that led to the aquaporin discovery and describing extensive research others have carried forward in expanding the knowledge and seeking medical applications. Courtland Agre was a chemist at 3M before and after his teaching career, working with a team of scientists to develop synthetic adhesives, and Peter Agre acknowledged that connection. Later, at the State Capitol, Agre appeared with President Frame before the Senate Higher Education Budget Committee to plead the need for science education and adequate funding for research and education. “Research is what lifts us,” Agre told the senators, and “no one is willing to pay for excellent research.” Without it, for example, he said, no new antibiotics can be developed to combat the growing immunity to current drugs. This critical research, especially in Third World countries, is not the kind of profitable research drug companies seek. With the image projected on a large screen beside him, Peter Agre presented his research on “aquaporins” to over 600 employees as part of Tech Forum series at 3M. to greet several of his former Augsburg professors—chemistry professors John Holum and Arlin Gyberg, math professor Henry Follingstad, and biology professor Ralph Sulerud, among others—and reiterated their contribution to shaping his science interests and career direction. During the week the Agre family also gathered on campus, a homecoming for 10 a number of Agre Auggies. Of Courtland and Ellen Agre’s six children, four are Augsburg graduates: Annetta Agre Anderson ’69; Peter ’70; James ’72, who serves on the Science Advisory Board; and Mark ’81. Courtland Agre died in 1995. At 3M’s Tech Forum, Agre spoke to a crowd of 600 or more, presenting the Cheerleading for science Agre enthusiastically talks about using his public forum this year to advocate for science education and the necessity for every person to be educated in science. With science an integral part of 21stcentury life, he stresses the importance Winter 2003-04 Augsburg Now Winter 04.3 4/5/04 8:21 AM Page 13 PETER AGRE’S ‘THANK-YOU’ REMARKS ✷ DECEMBER 10, 2003 Your Majesties, Your Royal Highnesses, Distinguished Guests: AQUAPORINS Written in 1895, Alfred Nobel’s will endowed prizes for scientific research in physics, chemistry, and medicine. At that time, these fields were narrowly defined, and researchers were often classically trained in only one discipline. In the late 19th century, knowledge of science was not a requisite for success in other walks of life. Indeed, the 19th century painter James McNeil Whistler achieved artistic immortality despite failing chemistry at the U.S. Military Academy at West Point, an experience which he remembered with amusement saying, “Had silicon been a gas, I would have been a major general.” But the depth of science has increased dramatically, and Alfred Nobel would be astonished by the changes. Now in the 21st century, the boundaries separating physics, chemistry, and medicine have become blurred, and as happened during the Renaissance, scientists are following their curiosities even when they run beyond the formal limits Peter Agre, Nobel Prize laureate in chemistry, used the opportunity when speaking on behalf of the two chemistry of their training. At the same winners, to laud and praise science teachers for their role in time, the need for general creating interest for their students. scientific understanding by the public has never been larger, and the penalty for scientific illiteracy never harsher. In his masterpiece, One Hundred Years of Solitude, Gabriel Garcia Marquez, winner of the 1982 [Nobel] literature prize, describes the isolated village of Macondo where the inhabitants suffer from their own naiveté, trading their hard-earned gold to gypsies for what they believe to be amazing inventions—a magnet, a magnifying glass, and even an enormous, transparent crystal that fascinated them being so cold it was painful to touch. What they regarded as the greatest invention of their time was only a block of ice. In a way, the inhabitants of Macondo resemble contemporary individuals without any background in science. Lack of scientific fundamentals causes people to make foolish decisions about issues such as the toxicity of chemicals, the efficacy of medicines, the changes in the global climate. Our single greatest defense against scientific ignorance is education, and early in the life of every scientist, the child’s first interest was sparked by a teacher. Ladies and gentlemen: please join Dr. Roderick MacKinnon and me in applauding not the Nobel laureates but the heroes behind past, present, and future Nobel prizes— the men and women who teach science to children in our schools. Tack så mycket. © The Nobel Foundation, 2003 Winter 2003-04 a chance discovery © 2003, The Nobel Foundation. Photo by Hans Mehlin. NOBEL BANQUET Water comprises about 70 percent of the human body and is constantly passing across cell walls. Peter Agre was the first to identify the particular protein that serves as the channel through which the water passes. It was a discovery of chance for Agre’s lab team. While researching blood cells, they noticed a commonly reoccurring mystery protein. It was a colleague of Agre’s who suggested that this might be the long-soughtafter water channel. By isolating, cloning, and introducing this protein into frog eggs, Agre’s team was able to confirm that it, indeed, allowed passage of water—and Agre named it Aquaporin-1. Since then, research around the world has explored the presence of additional aquaporins—or “water pores”—and extensively documented their existence in bacteria, plants, and mammals. Not all are equally understood, however. Agre quips that a particular one, Aquaporin-6, was “sent by God for our hubris in saying that we understand these proteins.” While Agre’s research does not yield immediate cures or treatments for disease, it has exploded the understanding of what he dubs this “molecular plumbing system” and provided explanations for physiological processes at sub-disease states. As Agre says, “We have the answer—now what is the question?” From here, research will focus on application of this information in studying a wide variety of diseases— kidney diseases, cystic fibrosis, diabetes, Sjogren’s Syndrome, among them. Beyond that, Agre says that the research can also benefit biotechnology, and even agriculture. 11 Augsburg Now Winter 04.3 4/5/04 8:21 AM Page 14 receiving something in translation. In his banquet speech at the Nobel Ceremony, Agre stated that “Our single greatest defense against scientific ignorance is education.” He then applauded the role of teachers, whom he called the “heroes behind past, present, and future Nobel prizes.” (See the full text of this speech on p. 11.) When talking with young people, he also encourages them to identify their heroes. One of Agre’s heroes he enjoys talking about is Nobel chemistry and Peace Prize laureate Linus Pauling, the eminent scientist whose unwavering opposition to nuclear testing led the fight to pass the limited test ban treaty. Pauling stayed with the Agre family while speaking in Minneapolis when Agre was a teenager, and the strong social conscience of the renowned scientist profoundly impacted Agre. Agre is taking advantage of his Nobel stature to speak out on issues affecting science research, especially against restrictions placed on research as a result of the war on terrorism. Together with other Nobel laureates, he has advocated on behalf of a former professor, Thomas Butler, who faced 69 felony charges and massive fines for the mishandling that he voluntarily reported of plague samples used in bioterror research. of being able to evaluate the validity of daily news, statements from government officials, and so on. People without science background are “totally at the mercy of the government or big companies that tell them a particular pollutant is not dangerous,” Agre says. Equally worrisome to Agre is the situation where decisions about foreign policy, such as signing the Kyoto Accord, are made by lawyers with no scientific background. Even though there are scientific advisors, he sees it as similar to 12 Learning for life In summing up, Agre believes that although science is important, liberal arts are critical to educate people in many different areas for a lifetime. He told the Senate higher education committee, “All the good in my life happened because of my education.” He believes that “part of being educated is learning that we learn our whole lives, and we need to … have some background in different cultures, study abroad.” Agre told the press that “the difference between laureates and the general public is that when we get up in the morning we really long to be at work.” That’s a statement of calling. ■ Courtland Agre taught chemistry at Augsburg for 17 years, from 1959 to his retirement in 1976. He also enjoyed an illustrious career in industry at both DuPont and 3M in the early research around synthetic adhesives. Agre revitalized Augsburg’s chemistry department and was recognized for his programs that brought high school students to campus. Under his leadership, Augsburg’s department received initial approval from the American Chemical Society. Agre’s last visit to campus was at Homecoming in 1995 when Peter Agre was honored as a Distinguished Alumnus. Courtland Agre died a few weeks later, in October 1995, from cancer. His wife, Ellen, when interviewed about Peter’s Nobel Prize, told Minnesota Public Radio her daughter said that before his death, Courtland had stated that one day Peter was going to win the Nobel Prize. “Courtland would be rejoicing,” Ellen Agre told the interviewer. Winter 2003-04 Augsburg Now Winter 04.3 4/5/04 8:22 AM Page 15 1 5 2 6 3 7 1 E. Milton Kleven ’46 and his daughter, Barbara Kleven Birky, are among the attendees at the dinner in honor of Peter Agre. 2 Bill and Kathy Urseth posed for a photo with Agre. 3 Augsburg regent James Haglund and his wife, Kathy, exchanged greetings with the Nobel Prize laureate. 4 Proud mother Ellen Agre enjoys the light moments of Peter’s presentation in the campus convocation about his research. 5 After his convocation in Hoversten Chapel, a throng of people waited to greet the Nobel laureate, including Philip Quanbeck Sr., to Agre’s left. 6 Agre reminisced with Professor Henry Follingstad, his former mathematics teacher, as members of the Department of Chemistry looked on. Clockwise, from lower left: Professor Joan Kunz, chair of the Division of Natural Sciences and Mathematics; Professor Arlin Gyberg, who taught Agre as a student; Professor Sandra Olmsted ’69, chemistry department chair; chemistry student Monica Koukal; and Follingstad. 4 Winter 2003-04 7 Dean Malotky ’71 (center) and Peter Agre were a year apart in the chemistry department. Cheryl (Rogalla) Malotky ’72 (left) looks on as they talked. 13 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 17 DISHING UP RECIPES FOR LEARNING AND SERVING by Betsey Norgard photos by Stephen Geffre Winter 2002-03 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 18 AS ANYONE WHO COOKS KNOWS, finding creative ways to combine ingredients is a challenge. In the Campus Kitchen at Augsburg, students receive surplus food from the College’s food service and other local food banks and transform these various ingredients into healthy and tasty meals for neighborhood residents in shelters and community programs. Augsburg is one of six campuses in the country to join The Campus Kitchens ProjectSM, a leadership development program of DC Central Kitchen. The project focuses on making use of recycled food, students in servicelearning, and teaching food preparation skills to the unemployed. It is also a great opportunity for volunteers from the campus and the community to combine talents. The Campus Kitchen at Augsburg opened in October with President and Mrs. Frame cooking the first meals under the direction of Augsburg’s Sodexho food staff. About 60 volunteers have been involved weekly since then, serving 100 to 300 meals—a total of more than 2,400 meals in the five months. Two or three nights a week, a team of LEFT PAGE, TOP—Freshman Nicholas Stuber (center) is one of the Augsburg Seminar (AugSem) students who worked in the Campus Kitchen as part of his religion and history classes. LEFT PAGE, CENTER—First-year students learn about the new Campus Kitchen at Augsburg. Front row (L to R): Chelsea Hosch, Megan Christensen, and Emily Squadroni. Back row (L to R): Micah Lenthe, Ted Toborg, Tayton Eggenberger, and Marisa Navarro LEFT PAGE, BOTTOM LEFT—Campus Kitchen supervisor Abby Flottemesch (right) and volunteer Bill Ogren ‘73 spoon out browned meat for the recipe being cooked up that evening LEFT PAGE, BOTTOM RIGHT—Senior Josh Reichow scoops out cans of chili as part of the meal he is making in the Campus Kitchen at Augsburg, with senior Rhia Gronberg working in the background. Up to 300 meals per week are delivered to neighborhood community programs. Winter 2003-04 Doug Klunk (center), Sodexho food service director at Augsburg, explains the kitchen facilities to the first-year Augsburg Seminar students who will be working in the Campus Kitchen program. volunteers assesses the food ingredients available that day, and cooks up meals of entrees, desserts, soups, etc. The next day another volunteer team delivers the food to one of three neighborhood agencies— Safe Place at Trinity Lutheran Church, the Brian Coyle Center Kids College, Catholic Charities’ Secure Waiting Place, and Peace House. “One thing I will never forget is just the look on their faces when they see that we have brought them some food,” said freshman Jennifer Ramos. “Along with being happy about the food, they are excited to see us.” Volunteers spend time at the centers after delivering the meals to get to know the people being served. One of Augsburg’s first-year seminars, or AugSem, included a service-learning component in the Campus Kitchen into paired religion and history classes. History professor Phil Adamo teaches Beginning of Western Culture, where students study how resources are collected, distributed, and controlled. Preparing and delivering the meals gave his students some first-hand understanding of how the process works. Project director Abby Flottemesch also helps the students organize additional activities—clothing drives, special events, and projects. In February, the student volunteers prepared a Valentine’s Day meal for teen parents and their children at the Division of Indian Work in Minneapolis. The Campus Kitchen at Augsburg developed from the collaboration of the Center for Service, Work, and Learning and Sodexho, the College’s food service provider. “It’s a natural extension of our community service-learning interests,” President William Frame recently told the Minneapolis Star Tribune, adding that it fit Augsburg’s mission to be an “active citizen in the neighborhoods.” In addition to fulfilling their AugSem requirements, first-year students learn the broader lessons embodied in the Campus Kitchens motto—“Teach, Reach, Feed, Lead.” “At the end of the day I feel better knowing that I have made an impact on someone’s life,” says Ramos. ■ 15 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 19 CCO ONONCNANE CMTNPI NUGSE C T I N G —a home for Hispanic/Latino students by Betsey Norgard • photos by Stephen Geffre IN 2003, Augsburg’s Hispanic/Latino Student Services program celebrated its 10th anniversary. Established in 1993, it is the newest of the four programs that provide services for ethnic populations at the College. During its first decade, the program grew from the initial 13 students served to over 40 students who now receive assistance and academic support in areas of admissions, financial aid/scholarships, registration procedures, academic advising, personal counseling, and advocacy. The students also receive help to obtain internships, employment, and community referrals. While most activity in the program involves the day students, weekend and graduate students also take advantage of services on campus and community networking. Augsburg’s program is growing at the same time the Hispanic/Latino population in the state of Minnesota is experiencing a triple-digit percentage increase, according to the 2000 census data. The College’s location in the heart of the Twin Cities makes it accessible to Hispanic/Latino youth of both Minneapolis and St. Paul, and Augsburg’s commitment to a diverse student body enables it to offer the financial and academic resources to reach these students. Of the more than 40 students served this year, 12 are international students, while more than double that number come from the Twin Cities metro area. Eloisa Echávez, who received her 16 Dulce Monterrubio, from Mexico City, is both a senior international relations major and an enrollment counselor in the Enrollment Center. bachelor’s degree in 1994 and master’s degree in educational leadership in 1998, was the program’s founder and director for its first six years. She is now executive director of La Oportunidad, Inc., a St. Paul community agency. “During this time, I witnessed first hand how the support that Hispanic/ Latino students received made a great impact,” Echávez states. “I saw [them] grow in every area of their lives, carrying proudly Augsburg’s mission and becoming leaders in their respective communities.” For three years, Hispanic/Latino students have participated in Scholastic Connections, a College scholarship program that pairs students of color with alumni of color in mentoring Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 20 relationships. Adela Arguello, a junior from Nicaragua, double-majoring in finance and economics, is one of three students currently “connected” to an alumni mentor. ”This scholarship has been one of the instruments that has made possible the great experience of having a college education in the U.S.,” she says. “My mentor, Diane Love-Scott, and her husband, Rick, have both been great mentors and great friends in the past two years.” Love-Scott, who graduated in 1998 and now is a social worker for Hennepin County, was one of the first students involved in the program and speaks about its impact. “Getting connected to the Latino program and being part of its development was an honor. … Since there only were a handful of Latino students, it felt like we were a family. The Latino program allowed for a group of students to be heard and recognized that otherwise would simply just have ‘blended’,” she says. Plus, becoming active in the Latino group helps students connect with other activities on campus. “My involvement with campus life was greatly attributed to my participation in the Hispanic/Latino SCHOLASTIC CONNECTIONS Students Renzo and Robert Amaya Torres (second and third from left) and Adela Arguello (second from right) and mentors (left to right) Franklin Taweh, Eloisa Echávez, Maria R. Johnson, and Diane Love-Scott are part of the Scholastic Connections program, pairing students of color with alumni mentors. Hispanic/Latino program director Emiliano Chagil stands at the right. Student Association,” says Juliana Martinez, who graduated last year with an MIS major and business minor. “As a transfer student, it can be difficult to approach other organizations and find common grounds with its members. By founding this student organization, the Hispanic/Latino Student Services [program] opened the doors to host and support events together.” In 2001, Augsburg was recognized as a “2001 Educator of Distinction” by Saludos Hispanos, a Los Angeles-based career and education magazine and Web site for its efforts in outreach and Speaking on behalf of the mentors at the annual Scholastic Connections dinner, Diane Love-Scott ’98 commented that “a lot of the people sitting at these tables are a big part of what I am today.” Winter 2003-04 recruitment. Included in that are the College’s efforts to provide financial aid and scholarships above and beyond what is available through normal state and federal sources. Senior Victor Acosta received federal funding and academic support that are helping him excel as a physics major. He is the recipient of a prestigious Goldwater Scholarship for math and science students and has spent two summers engaged in research funded by the National Science Foundation. Part of the College’s and program mission is to help students prepare for Juniors Renzo and Robert Amaya Torres, twin brothers from Colombia, spoke on behalf of scholarship recipients at the Thanksgiving reception for scholarship donors last November. 17 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 21 jobs in the workplace. Martinez found a position as a technology coordinator at a St. Paul community development center. Charles Barton, a 2003 graduate in education, who has been featured in a continuing series in the St. Paul Pioneer Press, has decided to bide his time until the right teaching job opens up. In the meantime, he mentors at-risk kids and manages a before- and after-school program at a metro-area school. Students from the various Hispanic/Latino countries bring their cultural traditions to Augsburg’s campus life. During Hispanic Heritage Month, mid-September to mid-October, a series of community speakers and presentations focused on cultural traditions and social issues in Mexico, and Central and South America. Each year in Chapel during Advent, the Hispanic/Latino students present Las Posadas, a reenactment of Mary and Joseph’s journey to Bethlehem and search for lodging. The campus community joins in singing the procession along, and then celebrates with the festive breaking of a piñata. Program director Emiliano Chagil believes that Augsburg will grow as a resource to the burgeoning Hispanic population. Augsburg’s weekend program is especially suited to help working adults in the Hispanic community complete an undergraduate education— the dream of many immigrants seeking better lives for their families. He credits ABOVE—Hispanic/Latino students and others in Augsburg’s chapel joined to sing the traditional songs of the celebration of Las Posadas that reenacted Mary and Joseph’s journey to find lodging for the Christmas night. LEFT—Emiliano Chagil, Hispanic/Latino Student Services director, congratulates Charles Barton as he graduated with a major in education last May 18 the support of the administration, especially that of Ann Garvey, associate dean for student affairs, in helping shape the direction of the ethnic programs. Chagil, a native of Guatemala who came to the Twin Cities in 1980, has a master’s degree in theology from the University of St. Thomas School of Divinity and considers himself a testament to what is possible. “The world is a wonderful world, but one must have faith, and believe in one’s self and trust others that our mission on Earth to better creation can only be accomplished with a community,” Chagil says. “Education is the right guidance for the journey. Our nation is waiting for leadership and one must consider the challenge. As commonly said in Spanish, ‘Dios primero,’-— ‘Let God be first.’ ” ■ CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 22 AUGSBURG A K E T O F A M I LY A F F A I R Winter 2003-04 many of his games, and is already looking forward to next year’s season. Outside of basketball, although Alex and Kevin attend classes on the same campus they hardly see each other. Alex’s MAL classes meet every other weekend, and Kevin studies during the week. Even so, they still find time to meet or talk every now and then—as when they needed to clear a mix-up on their e-mails. One of Kevin’s professors, unaware that Charles Walbridge When considering their options for higher education, this father and son duo from Forest Lake, Minn., had no intention of attending the same college. However, the educational paths of Alex and Kevin Keto led them both down different roads to Augsburg College. Alex, who is currently a marketing manager for Wendy’s International, Inc., came to Augsburg in September 2002 to enroll in the College’s Master of Arts in Leadership (MAL) program. He had been planning to pursue graduate education after his son completed high school, and wanted something different than an M.B.A. Augsburg’s MAL focus on leadership intrigued him as different from other comparable college programs. Believing that “you can never stop learning,” he felt he had found a “perfect fit” at Augsburg. He feels the leadership aspect of the program will benefit him in his job and give him a competitive edge. “I hope to take what I know,” he says, “and add some leadership to incorporate mentoring to develop some kind of leadership program.” Alex’s son, Kevin, choose a different road to Augsburg, which was in no way influenced by his father. Kevin entered Augsburg as a freshman last fall. A graduate of Forest Lake High School, he was involved in community service through the National Honor Society (NHS) and was the point guard on the varsity basketball team. As a team member and co-captain, he helped run basketball camps for younger players. Kevin’s college selection pointed Augsburg’s way because he wanted to attend a school that had diversity, that was in the city, and where he could continue to play basketball. To his great joy, he made the varsity team in his first year and found that college basketball was a new experience he really enjoyed. He also enjoyed having Alex in the stands at Stephen Geffre by Rebecca Welle ’04 Father and son Alex and Kevin Keto enjoy a rare moment together on campus. Both are Augsburg students, but their class schedules rarely overlap. Freshman guard Kevin Keto was drawn to Augsburg as a school in the city where he could continue playing basketball—and have his father in the stands for many games. Kevin was not the only Keto on campus, e-mailed him with praise for a paper he wrote, asking if it could be shared with the class. Much to the professor’s surprise, the e-mail went to Alex, who wrote back explaining the confusion. The professor than e-mailed Alex back thanking him for setting everything straight and complimenting the work of his son. Although Alex plans to complete his degree in the next year, Kevin will not be far behind. Because of advanced placement courses in high school, he is on an accelerated pace in his college studies. He has continued his service work from high school and is currently volunteering as a tutor for Somali children as part of his Christian vocation class. Kevin has already accepted a position for next year as a resident assistant in Urness Hall, where he will help new freshman find their way around new classes, a new campus, and new experiences. ■ Becky Welle is a senior communications major and intern in the Office of Public Relations and Communication. 19 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 23 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… T hese are exciting times for Augsburg College and Augsburg alumni. Several months ago, the College launched the “Transforming Education” marketing campaign. Billboards, radio and magazine advertisements, and the Augsburg Web site reflect that which all Augsburg alumni know: “Be yourself at Augsburg, and leave completely changed.” One alumnus who exemplifies the transforming nature of an Augsburg education is Peter Agre ’70. Shortly after the campaign was launched, the Royal Swedish Academy of Sciences announced that Peter was one of two winners of the Nobel Prize in Chemistry (see the feature story on p. 8 for details). Peter’s award is a fantastic honor and all Augsburg alumni can be proud of his achievement. Peter’s honor has personal meaning for me. While a senior at Augsburg, I traveled to Baltimore in the spring of 1984 to visit the Johns Hopkins University where I would matriculate in the School of Medicine that fall. Peter, early in his career at the time, warmly welcomed me to the city and into his home. He gave me an exhaustive tour of the city and the medical school and introduced me to many of his colleagues. Later, Peter was my teacher and mentor on the clinical wards. Despite his busy schedule, Peter always had time to talk and reminisce (especially about Minnesota and Augsburg). He was a terrific mentor and later a good friend and colleague. Congratulations, Peter! In Alumni Board news, Dan Anderson ’65, who joined the Alumni Board last year, recently accepted appointment to the Augsburg Board of Regents. One of Dan’s primary roles on the Board of Regents will be to represent the Alumni Board and alumni. Dan is a dedicated supporter of the College, and this appointment will surely benefit the entire Augsburg community. These truly are exciting times for Augsburg and its alumni. Within a Christian context, the College remains committed to an education that is academically excellent and “transforming.” One measure of the “transforming” nature of an Augsburg education is alumni participation in the affairs of the College. Indeed, alumni have not only increased their participation in alumni events, but have also increased their giving of time, talents, and financial gifts to Augsburg. On behalf of the Alumni Board, I thank you for your generosity! Paul S. Mueller ’84, M.D. President, Alumni Board A ugsburg alumni are invited to explore Lutheran heritage in Germany and Eastern Europe in a tour sponsored by the Alumni Association, October 15-27. This custom created travel program features the places of Martin Luther’s life and ministry in the German cities of Wittenberg and Eisleben, as well as a special worship service at the American Church of Berlin, where Augsburg alumnus Rev. Ben Coltvet ’66 is currently pastor. The itinerary also includes visits to Dresden and Leipzig, as well as to two of Europe’s most beautiful capital cities, Prague and Budapest. In addition, tour participants will have an opportunity to interact with the local Lutheran community in 20 Bratislava, Slovakia, where the Lutheran church dates back to the 16th century. Augsburg professor Dr. Mark Tranvik and his wife, Ann, will host this tour from the Twin Cities. Tranvik has taught reformation history at Augsburg for 10 years and has recently visited the places of Martin Luther’s life in Germany. Pre-registration is required by June 15. A tour information and education meeting will be held May 16 at 2 p.m. in the Christensen Center (Century Room). A tour brochure is available for download in the Alumni News section of the Now Online at <www.augsburg.edu/now>. For further Czech Tourist Authority Alumni tour features Lutheran heritage in Germany and Eastern Europe information, contact Alumni/Parent Relations at 612-330-1178 or <alumni@augsburg.edu>. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 24 Second annual Connections event a success T SUMMER AUGGIE HOURS Auggie Hours are held the second Tuesday of each month at 5:30 p.m. Please join us! Staff photo he second annual Connections—A Women’s Leadership Event, cosponsored by Augsburg College and Thrivent Financial for Lutherans, was held January 31. It was an inspirational morning for over 130 participants including more than 25 current Augsburg students. “What makes this women’s event unique compared to others is that we invite students to participate in this leadership development opportunity so The second annual Connections—A Women’s Leadership Event in January was a successful and they may network and be encouraged inspiring morning for over 130 participants. The by the experiences and stories of the presenters, pictured above, were: Front row (L to amazing women who attend,” said Sue R): Annette Minor, Tammera Ericson ’93, Julie Sabo ’90 (Back row): Anne Frame, Jennifer Martin, Klaseus, vice president of Augsburg’s I. Shelby Andress ’56, Jennifer Grimm ’99. Institutional Advancement and Community Relations. challenges of working in traditionally Presenters included Jennifer Grimm ’99, male-dominated industries, finding balance international recording artist; Jennifer between work and parenting, living a life Martin, senior vice president for corporate of service, igniting your passion to follow administration at Thrivent and an your dreams, achieving financial security, Augsburg Board of Regents member; Anne dealing with grief after caring for a Frame, a financial consultant and Augsburg terminally ill loved one, and more. leader; Annette Minor, attorney and In addition, participants were given the consultant with HD Minor, LLC; Tammera opportunity to break into smaller groups Ericson ’93, attorney and member of the for networking at roundtable conversations Columbia Heights City Council; Julie Sabo led by a host committee made up of ’90, former MN senator; and I. Shelby women leaders throughout the community, Andress ’56, consultant and owner of I. many of whom were Augsburg alumnae. Shelby Andress, Inc. Watch for details of the third annual Presentations were wide-ranging and event in upcoming issues of the Augsburg included motivational discussions of the Now! A-Club and AWAC merge A ugsburg’s two alumni athletics organizations—A-Club and the Augsburg Women’s Athletic Club (AWAC)—merged in November. This new joint venture unites all resources, talent, and passion into a single cause directed at supporting the success of Augsburg athletics. On the immediate horizon, the new A-Club will be a major fundraising force for the proposed South Wing expansion of Si Melby Hall. The project is an important and necessary step in upgrading facilities for all students, staff, Winter 2003-04 physical education majors, and intercollegiate athletes. Look for an expanded story about the merger in the spring/summer issue of the Augsburg Now. The new A-Club’s first joint golf tournament is June 28 at the 27-hole Pebble Creek course in Becker, Minn. Proceeds from this annual event underwrite various A-Club activities, including the Hall of Fame banquet. Contact the Athletics office at 612-330-1249 for more information. May Toby’s on the Lake, Oakdale June Solera, Downtown Minneapolis July Dock Café, Stillwater August Bar Abilene, Uptown Minneapolis 2004 Alumni Directory T he 2004 Augsburg Alumni Directory is underway. Have you returned your questionnaire or contacted the publisher (Harris) toll-free to verify your information? If you did not receive your questionnaire or have questions, contact Alumni/Parent Relations at 612-330-1178 or 1-800-260-6590 or e-mail <alumni@augsburg.edu>. Lutheran Free Church celebration A celebration of the tradition and heritage of the Lutheran Free Church is planned for Sat., June 12. All alumni are welcome to attend this special day of worship, “singspiration,” testimonials, lectures, and conversation. Preregistration is required by June 1; contact Alumni/Parent Relations for more information at 612-330-1178 or <alumni@augsburg.edu>. 21 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 25 HOMECOMING 2003 photos by Stephen Geffre Robert Stacke ’71, Augsburg associate professor of music, led the pep band at the Homecoming football game. Stan Waldhauser Members of the Class of 1993 gathered before the football game for a tailgating party to celebrate their 10-year reunion. The Augsburg Spirit Squad cheered the Auggies on to their victory over Carleton College. Fans expressed their Auggie pride at the Homecoming football game. 22 Knut Hoversten ’30 (right) and his family were honored with the 2003 Distinguished Service Award. Since Knut’s graduation from Augsburg in 1930, more than 40 members of the extended Hoversten family have also attended, including the family’s most recent Augsburg graduate, Kari Lucin ’03 (left). Students, alumni, faculty, and staff gathered for the second annual Homecoming reception celebrating Augsburg’s four ethnic programs: the American Indian, Pan-Asian, Pan-Afrikan, and Hispanic/Latino student service areas. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 26 Charles Walbridge Brenda Henrickson Capek ’63 gathered with fellow alumni and faculty at the psychology department’s 40th anniversary celebration and reunion. Staff photo Jeremiah Knabe and Katie Scheevel were crowned 2003 Homecoming King and Queen. Senior Jamie Smith, Auggie wide receiver, helped lead Augsburg to a 19-0 victory over Carleton College. Joel Nelson ’85 joined fellow alumni and faculty of biology, chemistry, math, physics, and psychology at the science alumni gathering. Staff photo Jane Jeong Trenka ’95 and Aaron Gabriel ’00 read their work at the English department’s wine and cheese reading and reunion. Trenka’s book, The Language of Blood: A Memoir (Borealis Books), is nominated for two Minnesota Book Awards and was chosen by the Barnes & Noble Discover New Writers Program as a fall 2003 selection. Ertwin Jones-Hermerding ’69 (pictured above) and the Rev. Hans G. Dumpys ’56 were honored at Homecoming Dinner as recipients of the 2003 Distinguished Alumni Award. Other honorees included Tammera Ericson ’93 with the First Decade Award and both John Benson ’55 and Sigvald V. Hjelmeland ’41 with Spirit of Augsburg awards. Winter 2003-04 The Rev. Hans G. Dumpys ’56 (right), 2003 Distinguished Alumnus, enjoyed conversation following the Homecoming chapel service, which celebrated the golden anniversary Class of 1953 and featured guest speaker Rev. Arthur Rimmereid ’53. 23 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 27 2003 HOMECOMING 1953 GOLDEN ANNIVERSARY CLASS OF 1953 (L to R) Row 1 (seated): Beverly Nystuen Carlsen, Gloria Parizek Thorpe, Darlyne Deem Lamb, Ruth Ringstad Larson, Marilyn Elness Froiland, Gloria Ostrem Sawai, Ruth Aaskov, Erland E. Carlson. Row 2: Don Dillon, Dorothy Strommen Christopherson, Dorothy Skonnord Petersen, Betty Manger Anderson, Helen Lodahl Amabile, Eleanor Baker Dahle, Phyllis Vik Swanson. Row 3: Leroy (Roy) Petterson, Donovan Lundeen, Jerome Engseth, Donald Oren, Dave Rykken, Joseph Vahtinson, Lorne Hill, James Hamre. Row 4: Duane Christensen, Quentin Goodrich, Bill Oudal, Art Rimmereid, Roy Dorn, Herman Egeberg, Mark Raabe, Arthur Shultz, Howard “Howie” Pearson. 1963 CLASS OF 1963 (L to R) Row 1 (seated): Diane Lindberg Lee, Joyce Gustafson Hauge, Barbra Beglinger Larson, Brenda Henrickson Capek, Paul Rasmussen, Jerelyn Hovland Cobb, Stephen “Gabe” Gabrielsen, Nancy Joubert Raymond. Row 2: Marilyn Peterson Haus, Sara Halvorson Strom, Karen Tangen Mattison, Mary Jo Cherne Holmstrand, Mary Lower Farmer, Judy Hess Larsen, Faith Bakken Friest, Linda Johnson Merriam. Row 3: William Kallestad, Janet Evenson Potratz, Ron Starkey, Roger Bevis, Ellen Vlede Meliza, Brad Holt, Carol Anderson McCuen. Row 4: John Wanner, Glenn Peterson, Morris Bjuulin, Donald Gjesfjeld, David Steenson, Wayne Christiansen. 24 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 28 1978 CLASS OF 1978 (L to R) Row 1 (seated): Kevin Hoversten, Dennis Meyer, Jennifer Abeln Kahlow, Ellen Wessel Schuler, Debbie Zillmer Hoppe, Donadee Melly Peterson, Noreen Walen Thompson, Louise Dahl Wood. Row 2: Jonathan Moren, Bonnie Lamon Moren, Amy Jo Thorpe Swenson, Cindy Peterson, Lora Thompson Sturm, Susan Shaninghouse, Bev Ranum Meyer, Paula Winchester Palermo, Holly Crane Smith, Cynthy Mandl. Row 3: Tom Wingard, John Karason, Roberta Aitchison Olson, Dawn Heil Taylor, Kim Strickland, Julie Rasmussen, Kris Iverson Slemmons, Joel Hoeger, Steve Thompson. Row 4: Rick Swenson, David Backman, Eric Spore, David Wilhelm, Richard Swanson, Connie Lamon Priesz, Jerry Wood. Recipients of Augsburg’s DISTINGUISHED SERVICE AWARD HOVERSTEN FAMILY (bottom left, L to R) Row 1 (seated): Chris Busch, Weston Busch, Tim Larson, Holly Mell, Janet Reily, Katelyn Mell, Megan Mell, Craig Mell. Row 2: Sister Mary Colleen Hoversten OSF, Garfield Hoversten, JoAnn Downing Osborne, Julianne Melll, Knut Hoversten, Chrestena Fixen, Marguerite Haster Hoversten, Phyllis Hoversten. Row 3: Lenice Gadmundson Hoversten, Joan Novy Hoversten, Kermit Hoversten, Ruth Hammer Hoversten, Jill Nafstad, Wendy Larson, Clara Amundson, Bernice Digre, Elizabeth Bade, Karina Peterson, Linda Singer, Chester Hoversten, Loretta Pletan Hoversten. Row 4: Allen Hoversten, Peter Hoversten, Francis Hoversten, Norman Mell, Kevin Hoversten, Chet T. Hoversten, Clenora Hoversten, Marjorie Hoversten, Paul Larson, Vincent Hoversten, Clifford Digre, Annette Hoversten Hanson, Clarence Hoversten, Lorna Hoversten, Roger Larson, Elise Larson, Tom Hoversten. Row 5: Kari Lucin, Gregg Nafstad, Andrew Busch, Laurie Busch, Kyle Hoversten, Shannon Swanson Hoversten, Tim Hoversten, Karla Singer, Pattie Sausser, Philip Hoversten, Jon Hoversten. Winter 2003-04 25 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 29 CLASS NOTES Class Notes Raymond Klym, Bloomington, Minn., was inducted into the Minnesota Softball Hall of Fame and will be inducted into the Minneapolis South High School Wall of Honor in April. He can be reached at <rklym@netzero.net>. 1948 Clarence “Bobb” L. Miller, Coral Gables, Fla., was elected to the Volleyball Hall of Fame in 1995 and the YMCA Volleyball Hall of Fame in 1997, both in Holyoke, Mass. 1953 Leland Fairbanks and his wife, Eunice, were honored by the mayor of Tempe, Ariz., when he declared August 16, 2003, as “Dr. Leland and Eunice Fairbanks 50th Anniversary Day” in tribute of their golden anniversary and their service to Tempe. Gloria (Ostrem) Sawai received the Distinguished Alumni Award at Canada’s Augustana University College 2003 Homecoming celebration in October. 1954 John “Jack” E. Seaver, Edgerton, Wis., is enjoying retirement with his wife, Lois. He can be contacted via e-mail at <loisseaver@msn.com>. 1957 Stanley B. Baker, Raleigh, N.C., published the fourth edition of School Counseling for the Twenty-First Century (co-authored by Edwin R. Gerler Jr.) by Pearson Prentice Hall publishers. The new edition features online 26 lessons and an Internet site. Baker is a professor of counselor education at North Carolina State University. 1959 Don C. Olson traveled to San Lucas Toliman, Guatemala, in August; it was his seventh year traveling as a mission worker. 1961 Kenneth J. Manske, Asheville, N.C., is a retired professor of chemistry from Mars Hill College. He and his wife, Janet, can be reached at <kjm39@charter.net>. Nellie Jones von Arx, Farmingville, N.Y., retired in June from Sunrise Medical Labs where she was a microbiology supervisor for 16 years. Prior work included 15 years as microbiology supervisor at North Shore University Hospital in Glen Cove, N.Y.; 10 years in medical technology at Mt. Sinai Hospital, Minneapolis; and over two years in U.S. Peace Corps, Sabah, Malaysia. 1968 Frank Lawatsch, Benson, Minn., is hospital administrator at Swift County-Benson Hospital, which was recently honored as one of the top 100 rural hospitals in America. Rev. Mark S. Hanson, presiding bishop of the Evangelical Lutheran Church in America and president of the Lutheran World Federation, wrote a commentary published in the Oct. 18, 2003, St. Paul Pioneer Press (“Pope has been a fighter for Christian unity”) celebrating the 25th anniversary of Pope John Paul II. Hanson met with the pope last spring. Diane Tiedeman, Richfield, Minn., is enjoying her retirement from teaching for Bloomington Public Schools. She likes spending time with family and friends, planting flowers, and taking care of her lawn. 1970 Ray Hanson, Sterling, Va., received a “Lightning Award” from ITT Industries AES Division. He also celebrated the marriage of his daughter in June. 1971 Barbara (Lien) Nordaune, Glenwood, Minn., was elected to serve as associate grand conductress of the Order of Eastern Star at its 2003 Grand Chapter meeting in St. Cloud. In addition to her many duties, she will be traveling throughout the state and to other jurisdictions to represent the Grand Chapter of Minnesota. Barbara is a member of the Minnewaska Chapter #129 in Glenwood, and works as a computerized embroidery operator at Cowing Robards in Alexandria. Her husband, Lyndon, owns and operates MTM Marine. Mark Saari, Rush City, Minn., is principal of Rush City High School. 1965 Neil Sideen, Howard Lake, Minn., is public television coordinator for the City of Howard Lake and is involved in affiliated marketing on the Internet. He can be reached at <cable@howard-lake.mn.us>. ALUMNI ON THE ROAD Courtesy photo 1947 1966 Rodger T. Ericson, an Air Force lieutenant colonel, was deployed oversees to a forward operating location to support the mission of Operation Iraqi Freedom. 1967 Stuart Utgaard, Star Prairie, Wis., owns Sportsman’s Warehouse, a national chain of hunting, fishing, and camping stores that was featured in the December 2002 issue of Fishing Tackle Retailer Magazine. Clinton Peterson, Tracy, Minn., participated in the National Festival of the States Concert Series in Washington D.C. in July as director of the Tracy Community Band. Forty band members presented concerts at the Navy Memorial, the Fairfax Retirement Village for military officers, and the Lincoln Memorial. The Tracy Community Band was Minnesota’s representative in this festival. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 30 Rev. Arvid Dixen ’52 brings a Memorial Day message of peace by Jen Hass Reprinted by permission of Quad Community Press in White Bear Lake, Minn. Arvid “Bud” Dixen is convinced that most people think of Memorial Day as simply a sign of summer’s arrival. And he’d like to change that. Courtesy photo ALUMNI PROFILE The Korean War veteran and Circle Pines, Minn., resident said people could best spend their time this holiday weekend by visiting gravesites or war memorials. Even better, the 73-year-old Dixen suggests, is to get involved with the peace movement. His own history as a political activist is a long one, kindled by his war experiences and his religious training. After graduating from Augsburg College in 1952, Dixen was drafted into the military and was a combat engineer in the Korean War. He said the experience fighting at the tender age of 21 for more than a year—and his religious views about how Christians should react to war—changed his mind about the necessity of such conflict. “If people could live in dignity and basic peace, they’re not going to war,” he said. Dixen returned home a changed man, not unlike other soldiers who came back from the so-called “forgotten war.” He became a preacher after attending Luther Seminary and worked during the next three decades at churches across the Midwest. But it isn’t just peace that drove him into the streets and powered his sermons. Dixen was jailed for three days with Martin Luther King, Jr., in 1962 for demonstrating against Rev. Arvid “Bud” Dixen ’52 has worked to segregation in Albany, Ga. He helped promote the country’s first female Lutheran parish promote peace ever since his service as a pastor through the ranks at combat engineer in the Korean War. Edina Community Lutheran Church in the ’70s. Around that same time, he rallied church members to raise money for Dennis Banks and Russell Means, members of the American Indian Movement, who were arrested for taking control of Wounded Knee in South Dakota. “All of these things are tied together, to recognize the dignity and worth of every person,” he explained. Today, Dixen has kept busy as a member of Veterans for Peace, People of Faith Peacemaking, and the St. Paul Affinity Group, which is made up of volunteers with the international Nonviolent Peaceforce organization. He has continued being a minister on a part-time basis for a small ELCA Lutheran ministry called Kairos. And he still speaks out about basic human rights and how they apply to the modern day—though he’s just as likely to be enjoying classical music and reading with his cats, Mozart and Socrates, at his feet. “We’re audacious enough to think we can stop people from starting war,” he said. “But it isn’t just an effort being made by white people—this is a worldwide effort.” It’s a mission that has sent Dixen across the country to speak at political rallies and faith forums, to write cabinet members in President George W. Bush’s administration, and to contact reporters about how to best cover wars, speaking with local establishments like the Star Tribune and KARE-11. It has also sent him to protest locally, primarily at the intersection of Lexington Avenue and Lake Drive in Circle Pines, where protesters gathered for the latest Iraqi conflict. Dixen isn’t a pacifist but believes in questioning all American military action. He emphasizes caring for other nations, keeping the peace, and obeying the Christian dictate to “Love your enemies.” “I consider myself a patriot,” he said, “but that doesn’t mean I’m uncritical.” Winter 2003-04 27 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 31 Class Notes ALUMNI PROFILE David Cheung ’73: Tissue transplant pioneer Staff photo by Lynn Mena Peter Agre ’70 isn’t the only Auggie making news in the science community. Agre’s discovery of aquaporins and his resulting Nobel Prize in Chemistry (see p. 8) is but one very public example of the research and accolades enjoyed by many of Augsburg’s esteemed science alumni. In fact, alumnus David Cheung ’73 is currently engaged in groundbreaking research that could very well lead to a Nobel Prize of his own. Cheung, a tissue transplant researcher, has successfully developed new tissue treatment methods that allow nonliving animal tissue to be rebuilt in humans as living tissue. This is remarkable because not only has Cheung demonstrated that non-living animal tissue can become living tissue in humans—but he has also demonstrated that non-living animal tissue has the potential to actually grow once it has been transplanted into another species. “Ultimately, my goal is to reduce the need for allograft (human to human) transplant tissues or human living cells (such as fetal cells) used in other popular tissue engineering techniques,” said Cheung. David Cheung ’73 (center) a tissue transplant researcher, has successfully developed new tissue treatment methods that allow non-living animal tissue to regenerate and grow in humans as living tissue. He stopped by the Augsburg campus in December for a visit with chemistry professor Arlin Gyberg (left) and Sandra (Larson) Olmsted ’69, associate professor of chemistry (right). “I would never have dreamt that such a thing was possible when I was a chemistry major at Augsburg,” added Cheung, reflecting upon his journey from Augsburg to his current professional research and success. “Augsburg provided me with an environment of integrity and a value system that is consistent with the basic faith of the Lutheran church,” continued Cheung. “Along with academic training, guidance, and encouragement, this value system made me what I am today. It prepared me to face a world full of people who often compete with no rules, principles, or integrity. For that, I am so thankful to Augsburg.” After graduating from Augsburg in 1973 with a B.A. in chemistry, Cheung received a master’s degree in biochemistry from the University of Minnesota. He received his doctorate in biochemistry from the University of Southern California, where he first started working on tissue transplant research under Dr. Marcel Nimni (Nimni helped develop the Hancock Valve—an artificial heart valve made from pig heart valves mounted on plastic frames wrapped in Dacron cloth). Cheung stayed on at USC and joined the faculty at the USC School of Medicine (now called the USC Keck School of Medicine). In 1995, Cheung left USC to join the International Heart Institute of Montana Foundation (part of the University of Montana and St. Patrick Hospital and Medical Sciences Center in Missoula) as director of the Cardiovascular Tissue Engineering Laboratory and as an adjunct associate professor of pharmaceutical sciences and biological sciences. In 2000, Cheung founded a medical device company called Philogenesis, Inc., located in Monrovia, Calif., a few miles from his home in Arcadia, where he has been working on the commercialization phase of his current research (he has been traveling back and forth between Montana and California every month for the past seven years). In addition, Cheung is a consultant to numerous medical device industries, as well as a volunteer associate professor in surgery and cardiology back at USC. Cheung and his wife, Chuane-Chuane, have two children: Rebecca, a pharmacist and fellow at the VA Medical Center in Loma Linda, Calif.; and Philip, a junior majoring in bioengineering. Cheung’s sister, Pearl (a 1971 Augsburg alumna) is a researcher with Cheung at Philogenesis (coincidentally, Pearl and Peter Agre were chemistry lab partners as Augsburg students). “Science is about being able to think logically and creatively, an ability given by God,” said Cheung. “It is by God’s grace that I had an opportunity to receive my undergraduate education at Augsburg and continue on to a career in biomedical research after further graduate training. “I hope that Augsburg’s current students can be encouraged to hold on to their faith long after their years at Augsburg,” continued Cheung. “I hope they are inspired to challenge the world and become future leaders.” 28 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 32 1972 1974 Tim Nelson and Karen (Brien) ’72 moved to Colorado in January 2003 to be closer to their grandchildren. Both of their granddaughters are redheads, in honor of greatgrandfather LuVerne “Red” Nelson ’43. Tim works in Broomfield as a real estate broker/consultant for Redhorse Real Estate, Inc. Larry Walker, Minneapolis, who writes under the name Lars Walker, is author of Blood and Judgment, a fantasy novel published in December (Baen Books). This is Walker’s fourth book for Baen Books. Larry was a guest lecturer last summer on the Royal Princess cruise ship during a cruise from England to Norway. He lectured on the Vikings, sharing information he has gathered in his book research. 1973 Cheryl Paschke was named Educator of the Year by Young Audiences of Minnesota. Cheryl has been an advocate of Young Audiences for many years, and most recently worked as their partner in the award-wining “Classical Initiative Project.” She is a K-12 fine arts specialist for Minneapolis Public Schools, working as an orchestra conductor, music teacher, and arts coordinator. Gary Anderson, Minneapolis, is a systems development manager at Traveler’s Express in St. Louis Park. He can be reached at <ganderson@temgweb.com>. Rev. Michael F. Nelson, Cokato, Minn., is pastor of North Crow River, Grace, and Redeemer Lutheran churches in the rural Cokato-Dassel area. He previously served as pastor of Trinity Lutheran in Cass Lake and Our Savior Lutheran in Federal Dam, both in Minnesota. His wife, Sue, teaches music at St. Peter’s Elementary School in Delano. Joyce (Catlin) Casey and her husband, Paul, recently relocated to Waconia, Minn., to be closer to Waterbrooke Fellowship in Victoria, where Paul is worship pastor. Joyce is a second grade teacher at Albertville Primary School, where she has taught for 25 years. Winter 2003-04 1975 Steven Walen, Lino Lakes, Minn., is a teacher for the Anoka-Hennepin ISD #11. 1976 Shari (Simonson) Hanson, Delavan, Minn., works at Winnebago Elementary. She recently helped move her daughter into the ninth floor of Urness for her freshman year. Shari can be reached at <shhanson@blueearth.k12.mn.us>. Marjorie Miller, Minneapolis, is executive director of Southeast Seniors, a living-at-home block nurse program. 1977 Andrew Stevens & Associates in Phoenix, as well as president of Women in Healthcare, an organization serving executive women involved in healthcare or healthcare related services. She received a graduate degree in organizational development and has been working as a career consultant for over seven years; she was previously a flight nurse for 15 years. Phil Olson, Bloomington, Minn., works at General Mills, Inc. He and his wife, Carol, have two daughters attending Augsburg. He can be reached at <meant2b1@mn.rr.com>. Rev. Jon Schneider, Minneapolis, is senior hospice staff chaplain at North Memorial Medical Center. He and his wife, Carol, have four children. 1978 David Wilhelm, River Falls, Wis., is a physician at Western Wisconsin Medical Associates. 1980 Paul B. Kilgore, Duluth, Minn., was featured in the November issue of Minnesota Monthly magazine. His short story, Roeschler’s Home, was a winner of the magazine’s 18th annual Tamarack award. 1981 Roselyn Nordaune, Plymouth, Minn., was featured in the “Super Lawyers 2003” section of the August issue of Minneapolis/St. Paul magazine. She has practiced family law since 1980 and is a founder of Nordaune & Friesen in St. Louis Park. Dennis Gilbertson, Rochester, Minn., is general manager of the Saturn dealership in Rochester. He has been a sales manager at three other Rochester dealerships over the past 16 years. He and his wife, Colette (Kehlenbeck) ’79, can be reached at <dennisgi@lupient.com>. Jean M. Herges, Phoenix, Ariz., was recently named Career Consultant of the Year by the International Association of Career Consulting Firms (IACCF). Herges is vice president of consulting at 1982 Judy (Bodurtha) Dougherty and her husband, Chuck, own the Cover Park Manor, a bed and breakfast in Stillwater, Minn. HOMECOMING 2004 Spark Your Spirit October 5–9 Football Game vs. Gustavus Adolphus Saturday, October 9, 1 p.m. Homecoming Dinner Saturday, October 9, 5:30 p.m. Reunion Celebrations Classes of 1954, 1964, 1979, and First Decade, 1999-2004 Watch your mail and upcoming issues of the Augsburg Now for complete details. You can also stay up-to-date by visiting the alumni Web site at <www.augsburg.edu/ alumni>. 1983 Laurie (Bennett) Halvorson ’99 WEC, St. Paul, is in her fourth year teaching fifth grade at Como Park Elementary School. 1984 Lisa (Rykken) Kastler and her husband, Brent, live in Champlin, Minn. Brent, who designed the magazine format for the Augsburg Now, has a new line of greeting cards called Fun Cards, which are available at local Kowalski stores. 1985 Irwin James Narum Silrum, Bismarck, N.Dak., became the new deputy secretary of state for North Dakota. He worked for 18 years for the ELCA, most recently as executive director for Camp of the Cross Ministries near Garrison, N.Dak. His wife, Marci, is a producer and anchor for a new 5 p.m. statewide newscast for the CBS affiliate in Bismarck. 29 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 33 Class Notes ALUMNI PROFILE Courtesy photo It all started at Augsburg by Naomi (Christensen) Staruch ’81 Following is a story submitted by Naomi (Christensen) Staruch ’81, in which she recounts how a gathering she planned in 1998 to reconnect with Augsburg friends has led to frequent, ongoing get-togethers. We came from various parts of Minnesota and Wisconsin, mostly. I hadn’t seen many of these people in ages. We were still good friends but we had, over time, lost touch as we became embroiled in our individual lives. As the days and years passed, our paths crossed only occasionally. This wasn’t right! We had been together on the journey that transformed us into adults—there were so many precious memories that shouldn’t be lost on heavily scheduled calendars, professional obligations, or family responsibilities. I needed to see these people. So I decided to throw a party. I picked the day, time, and place—it would be in my backyard in south Minneapolis. I sent invitations to about 25 folks, and asked them to RSVP so I could plan food and beverages. I had heard from a few that they couldn’t make it, but I pretty much assumed that everybody else would. Hah, we have a good laugh at that today! Thanks to a get-together she planned in 1998, Naomi (Christensen) Staruch ’81 (front row, far right) succeeded in reconnecting with several Augsburg friends; the group now meets on a regular basis. Pictured here from a gathering in November are: Front row (L to R): Sally (Hough) Daniels ’79, David Soli ’81, Richard ’81 and Jean Ann Buller, Naomi (Christensen) Staruch ’81 (Back row): David ’79 and Susan Cherwein, Katherine Skibbe ’79, John and Lori (Labelle) ’82 Bartz, Paul Daniels ’79. At the prime time of the party, only two people had arrived, Paul ’79 and Sally (Hough) ’79 Daniels, and they called a few blocks from the house to see if it was still okay to show up as they hadn’t returned their RSVP. It turned out that they were the lucky ones; they were the first to meet my husband-to-be, Steven. That was the “real” reason for that first party. I wanted to introduce the man I was about to marry (a native of Butler, Pa., of Slovakian heritage, a graduate of Oberlin College and the Eastman School of Music, a Minnesota transplant), to my good friends from college days. Paul, Sally, Steven, and I had a great evening together. That could have been the end but instead it was just another beginning. I was confident that this idea of reconnecting Augsburg friends was a good idea. Steven and I tried again a few months later and this time the backyard was full of college chums. We talked and laughed and told stories and talked and laughed some more. Even the non-Augsburg spouses were quickly inducted into the Auggie family. Amazingly, it seemed as though we had never been apart. Then someone mentioned the ages of their children, or someone else revealed that they had held the same job since college, and even a few were approaching their 20th wedding anniversaries! Soon we were proclaiming that we really weren’t old enough for these things to be possible, as it seemed we had only just graduated from college. Look at us—we are still so very young! That first get-together was in September 1998, nearly 20-some years after our days on the Augsburg campus. Steven and I were thrilled that most of these Augsburg friends sang in the choir at our wedding in February 1999. Now we intentionally get together two, three, even four times a year, just for fun. Involvement ebbs and flows as it is nearly impossible to find a time when every one is available for socializing—yet each time we are together we remember and celebrate the bond that ties us together. It all started at Augsburg. 1986 Lisa M. Pestka Anderson, Rochester, Minn., wrote and performed a one-woman show, Who Am I, and How Did I Get Here? at The Masque Youth Theatre and School in Rochester. 30 Augsburg theatre faculty, Darcey Engen ’88, directed the musical comedy. Lisa Baumgartner, Sycamore, Ill., is an assistant professor in the Counseling, Adult and Health Education Department at Northern Illinois University in DeKalb. In May she was elected to the Adult Education Research Conference Steering Committee for a two-year term. Patrick Guernsey, St. Paul, was one of six AFSCME members chosen from around the nation to question 2004 presidential candidates at a Town Hall Forum in Des Moines, Iowa. The event was televised live on C-Span and CNBC. He has served as president of AFSCME local 552 Hennepin County Probation and Parole Officers since 1997. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Kara Anne (Hansel) Buhr, St. Paul, started the Como Block Nursing Program so more senior citizens could stay in their own homes. She is a social worker and works primarily with elders and hospice. 1987 Louise (Butler) and Peter Mason moved back to Richmond, Va., where Louise works with families at the Family Intervention Center of Virginia. The couple also runs an e-commerce business, CyberMall, at <www.cyber-mall.net>. Becky (Clifford) Jans, Blue Earth, Minn., is involved in the national program “Musikgarten” to bolster the learning curve in pre-schoolers. Alice (Dahl) Roth, St. Anthony, Minn., recently became assistant dean of Hamline University’s Graduate School of Education. 1988 Christie (Moechnig) Wetzel, Wells, Minn., was elected to the United South Central School Board for a four-year term. She owns Idle Ladies Jewelry and is also an independent distributor for SeneGence International. Christie and her husband, Doug, have two children: Davis, 6, and Lauren, 4. Dave Stevens appeared on ABC-TV’s That’s Incredible Reunion Show in August. He now works for ESPN, where he has won three Emmy Awards, and previously worked at KSTP-TV sports for nine years. 1990 Alisa Holen, Iowa City, Iowa, presented a pottery show, FatherDaughter Dance: Pottery Across the Generations, with her father, Norman Holen, Augsburg art professor emeritus, last fall at the Anderson Center in Red Wing, Minn., where she also served as an artist-in-residence (she was previously a studio artist at the Winter 2003-04 Page 34 center). The show was their first joint exhibit. Alisa is working on her master’s degree in ceramics at Iowa State University. Julie (Goede) Luers, Eden Prairie, Minn., was awarded the National Society for Marketing Professional Services’ highest honor, the 2003 Marketing Achievement Award. A highly competitive award, SMPS selected Julie based on her accomplishments and contributions in the following areas: research, education, professional leadership, marketing communications, and innovation. Julie is marketing director of the national architectural firm, Hammel, Green and Abrahamson, and past national president of SMPS. Nancy J. Nentl, Lakeville, Minn., is an assistant professor at Metropolitan State University’s College of Management, where she teaches marketing courses. She previously taught at the University of Minnesota’s Carlson School of Management and at the University of St. Thomas Graduate School of Business. She owns her own business, Panoptics LLC, cocreating and writing business simulations for higher education. Vicki (Janssen) McDougall, North Branch, Minn., completed the K-12 principal licensure program at the University of Minnesota-Twin Cities in September. She is a high school teacher for North Branch Schools. 1991 Jeff Ronneberg, Lino Lakes, Minn., is director of teaching, learning, and accountability for the Spring Lake Park School District. He previously served as principal of Woodcrest Elementary School. He and his wife, Jill, have two children: Sam, 3, and Sydney, 1. 1992 1995 Matt Mirmak, Minneapolis, is a loan officer at Secure Mortgage, Inc., based in Bloomington, Minn. Jody Rosenbloom (MAL), Northampton, Mass., was one of four recipients of the 2003 Harold Grinspoon Award for Excellence in Jewish Education in Western Massachusetts. She also contributed a chapter in the recently published book, The Ultimate Jewish Teacher’s Handbook (edited by Nechama Skolnik Moskowitz and published by ARE: Denver); Rosenbloom’s chapter is called “The Teacher/Principal Relationship.” 1993 Doris Rubenstein ’93 MAL, Richfield, Minn., celebrated the publication of her book, The Good Corporate Citizen: A Practical Guide (Wiley, John & Sons, Incorporated), in March. Doris owns PDP Services, a consulting firm that focuses primarily on philanthropy and citizenship, and her book shares the methods that PDP Services uses to help mid-market companies create vibrant, strategic, and ethical policies and procedures for their business philanthropy and volunteer programs. Jake Slegers is executive director of the American Chamber of Commerce (AmCham) in Slovakia. 1994 Maria E. Johnson, Minneapolis, is starting her 10th year as a middle school teacher at Webster Open School. She can be reached at <mariaj@mpls.k12.mn.us>. Amber (Meier) Tarnowski, Hastings, Minn., completed her Master of Art Conservation at Queen’s University in Kingston, Ontario, Canada. She is a Kress Fellow at Harvard, researching ways to apply microbiology techniques to art conservation and preservation. Kari (Schroeder) Prescott, Minneapolis, is a physician and opened her own practice in downtown Minneapolis last January. She can be reached at <keprescott@yahoo.com>. She and her husband, Scott, have a son, Simon. Tricia (Schafer) McCloy, White Bear Township, Minn., and her husband, Peter, have three children: Kieran, 7, Casey, 4, and Gavin, 3. Becky (Herzan) Miller is in her sixth year of teaching fourth grade for Rockford ISD #883. 1996 Margaret (Lubega) Johnson, St. Paul, is pursuing graduate studies. Annette Marie (Anibas) Poeschel, Excelsior, Minn., is the executive director of the Intercongregation Communities Association food shelf in Minnetonka, which provides food and assistance for families in the west metro community. In April 2003, the Excelsior Area Chamber of Commerce presented her with its 2003 Adult Hero Award, honoring her significant contributions to the community. Annette can be reached via email at <icaannette@juno.com>. 1998 Meghan (Carlblom) Blomquist, Minneapolis, received her elementary education teaching license in January. 31 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 35 Class Notes Laura (Paul) Newton, Minneapolis, was awarded a DOVE fellowship by the University of Minnesota. The fellowship is awarded to only a few students each year who are entering a master’s or Ph.D. program at the university and provides full tuition and a $15,000 stipend. She is pursuing a Master of Social Work. Raylene Dale, Woodbury, Minn., is technical director at Minnesota Lions Eye Bank in Minneapolis. She can be reached at <dalex011@umn.edu>. 1999 Victoria Sadek, West St. Paul, auditioned for and received the role of “Mudonna,” the official mascot for the St. Paul Saints baseball team. She is an English teacher at North Branch High School, where she teaches British literature, composition, and detective literature. She also coaches cheerleading and is the one-act play director. Tom Gronwold, Ashby, Minn., is a high school social studies instructor and junior high football coach at Ashby School. He was previously a part-time teacher at Jefferson High School in Alexandria, Minn. He and his wife, Michelle, have a daughter, Zoe, 6. Wendy (Hoekstra) Vogelgesang, Litchfield, Minn., is a second grade teacher at Lake Ripley Elementary and recently became a PartyLite consultant. 2000 Ryan Mills, Philadelphia, Pa., graduated from Princeton Theological Seminary in Princeton, N.J., with a Master of Divinity degree. He entered the Master of Sacred Theology program at the Lutheran Theological Seminary at Philadelphia, and serves the Lutheran Campus Ministry at Princeton University. Mary Beth (Grahn) Gruis, Kerkhoven, Minn., works at Ridgewater College as an adjunct English faculty member and is working on her thesis at St. Cloud State University. She can be reached at <maryg@ridgewater.mnscu.edu>. Kenndy (Bade) Lewis is pursuing graduate studies in gerontology at St. Cloud State University. 2001 Jessica Rivera, Le Center, Minn., was appointed by St. Paul Lutheran Church as their 200304 intern. She will serve the parish by preaching, working with the youth group, and helping with church services. Heidi (Hoffman) Quezada, Minneapolis, is a warehouse manager for Second Harvest Heartland. She and her husband, Carlos, have three kids: Carmen, 4, Ethan, 3, and Elan, 3. Heidi can be reached at <hoffman@augsburg.edu>. Sarah Luce, Northfield, Minn., is a teacher at Montgomery Elementary School. 2002 Brendan Anderson, Burbank, Calif., guest conducted at Lutheran High School of Orange County, Calif., in a performance of his piece, I Believe, written for concert band and choir, in a benefit concert for a scholarship fund the school uses to send students to music camps. The Augsburg Concert Band also performed Anderson’s piece with the high school at the Crystal Cathedral in May 2003 during the Concert Band’s California tour. Kendra Roberg, Bloomington, Minn., is a research analyst for Hennepin County Public Defenders and is also pursuing graduate studies. Elizabeth Scanlan, Minneapolis, is a vocational coordinator for Access to Employment. 2003 Eric Bretheim, Minneapolis, works at Cargill. Courtesy photo A L U M N I C R U I S E T O I R E L A N D A N D N O R W AY Jeremy Jirele, Austin, Minn., is a staff accountant at LarsonAllen. John Tieben, Duluth, Minn., took part in the “White Coat Ceremony” at the University of Minnesota School of Medicine Duluth. The ceremony takes place during orientation when freshmen students first enter the medical community. Aaron Kolb, St. Paul, is a student at Luther Seminary and a part-time youth minister at St. Stephens Lutheran Church in White Bear Lake. He can be reached at <godlovesa@hotmail.com>. Weddings This past summer, Augsburg alumni and friends enjoyed a 12-night cruise to Ireland and Norway on the beautiful Royal Caribbean Grandeur of the Seas. The tour was sponsored by A-Club and the Alumni Association. Pictured from the tour are: Back row (L to R): Dick “Porkchops” Thompson ’61, David Alberg, Oliver Dahl ’45, Barbara Garin, Patrick Garin, Glen Gilbertson ’52 (Front row): Jane Thompson, Mary Jane Alberg, Eileen Dankowski, Irvyn Gilbertson. 32 Debra Ann Balzer ’86, Lake Shore, Minn., married Robert Plagemann in June. Debra is starting her third year as career center director at Brainerd High Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 36 ALUMNI BOARD Upcoming Alumni Board Meetings April 20, June 15, and August 17 Meetings are open to the public and all alumni are invited to attend. Meetings are held in the Christensen Center at 5:30 p.m. For more information, contact Alumni/Parent Relations at 612-330-1178 or <alumni@augsburg.edu>. CORRECTION In last year’s winter issue of the Augsburg Now (Vol. 65, No. 2), Eunice (Knudson) Iverson was incorrectly identified as being in the first row of the Class of 1942 photo printed on p. 18. Eunice was actually in the middle row, second from left. In turn, we believe that Lannie (Olson) Seal is seated in the first row, second from left. Please view the photo in the “Alumni News” section of the Now Online at <www.augsburg.edu/now>. School; Robert is a partner in JMS Homes. Daniel Nessel ’88, Brentwood, Calif., married Charmaine Trifon in June. Daniel works at Prudential Real Estate in Los Angeles; Charmaine works at Coldwell Banker Real Estate. Luke Peterson ’90 married Heidi Jacobson in November. Luke is a computer programmer at Midwest of Cannon Falls; Heidi is a business analyst at Northwest Airlines. Nancy Nordlund ’91, Minneapolis, married Allan Bernard in September. Nancy supervises the customer contact center at the Federal Reserve Bank of Minneapolis. Lisa M. Nicosia ’01 married Brian Farrell ’95 in September. Lisa is a registered nurse at Fairview Southdale Hospital in Edina, Minn.; Brian is an attorney at McCollum, Crowley, Vehanen, Moschet and Miller in Bloomington. Erika Timm ’95, Fridley, Minn., married Samuel Rodriguez in September. Erika is a physician assistant at Allina Medical Center in Champlin, Minn.; Samuel is a diabetes management consultant for Medtronic in Minneapolis. Stephen Oswood ’95, Minneapolis, married Laura Winter 2003-04 Slaughter in June. Stephen is a program manager at Restart, Inc., and can be reached at <scooby628@hotmail.com>. Tim Ronneberg ’96 married Melanie Harding in September. Tim is completing his family practice residency at St. John’s Hospital and will begin work as a physician; Melanie is pursuing her MBA at the University of Minnesota and works for the Target Corporation in the finance department. Laurie H. Boros ’97, Pierz, Minn., married Rocky L. Boser in April 2003 in Hawaii. Joseph Peter ’97, Farmington, Minn., married Shari Heggen in August. Joseph works at Gourmet Award Foods; Shari works at Park Dental. Emma Manville ’98, White Bear Lake, Minn., married Kevin Nelson in October. They both work for St. Paul Public Schools, where Emma is a kindergarten teacher and Kevin is an elementary counselor. Hanne Anderson ’99 married Jason O’Brien in September 2002. Hanne is a film editor at a production company in New York City, specializing in High Definition filmmaking. Becky Esser ’99, Ramsey, Minn., married Derek Anderson ’98 in October. Becky is a buyer for Augsburg Fortress Publishers; Derek is a computer analyst for Interactive Quality Services. Natasha Hamann ’99, Shoreview, Minn., married Josh Schaefgen in March 2003 in Cancun, Mexico. Tasha is a resident physician at St. John’s Hospital; Josh is an actuary for Allianz Life Insurance. Amanda Krebsbach ’99, New Brighton, Minn., married Ben West in June. Amanda is a fourth grade teacher at Spring Lake Park Schools. Stephanie Lein ’00 married Sam Walseth ’00 in Hoversten Chapel in August. Stephanie works at Theater Mu; Sam works at Capitol Hill Associates in St. Paul. Phoebe McDonald ’00 married Nicholas Johnson ’01 in October. They reside in Manhattan, where they both work in academic information technology—Phoebe at Columbia University and Nicholas at Brooklyn College. The couple previously worked in Augsburg’s IT department, which is where they met. Minneapolis, married Matt Segedy in May 2003. Heidi works in medical device sales at LifeScan in St. Paul; Matt is a pediatrician with Wayzata Children’s Clinic. Teresa Lewandowski ’01 married Christian Dawson ’01 in March 2003 in Invercargil, New Zealand. Teresa works at Phoenix Schools in Fair Oaks, Calif.; Christian works at South Pointe Academy in Sacramento. Solveig Grafstrom ’02, Huntsville, Ala., married Jackson Harren in August. Solveig works for the U.S. Space and Rocket Center; Jackson is studying industrial systems engineering at the University of Alabama, Hunstville. Amy Huseby ’02 married Rick Goebel in August. Amy is a PA-C in general surgery for LUTE OLSON ’56 MARRIES CHRISTINE TORETTI Julie Peterson ’00 married Kip Kaufmann in October. Julie is a financial planner assistant at Olson Weiss, LLC, in Bloomington, Minn.; Kip is a senior IT systems analyst at Cargill in Minnetonka. Luke Peterson ’00 married Heidi Jacobson in November. Luke is a computer programmer; Heidi is a business analyst at Northwest Airlines. Skylar Hanson ’01 married Jennifer Harrison in August. Heidi Erickson ’01, Lute Olson ’56 married Christine Toretti in April 2003. Olson, head basketball coach at the University of Arizona, met Toretti at an NCAA Foundation Dinner in April 2002 in Atlanta. Toretti is the chairman and CEO of S.W. Jack Drilling, an oil and gas exploration drilling firm in Indiana, Pa. 33 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 37 Class Notes Christopher Kambeitz ’02, Eden Prairie, Minn., married Melissa Ketchum ’01 in August. Christopher works in sales at Cargill-North Star Steel in Edina. Mara Koughan ’02, White Bear Lake, Minn., married Brad Louque in August 2002. Carrie Lister ’02, Fridley, Minn., married Nicholas Matros in April 2003. Carrie is an assistant site director for the Southdale YMCA’s school-age childcare department; Nicholas is a floor technician for Reichow Parquet Flooring in Cedar, Minn. Kristina Lutter ’02, Wayzata, Minn., married David Brackett Jr. in September. Kristina is a psychiatric technician at Fairview Riverside Medical Center. Troy Peterson ’02 married Nicole Forcier in October. Troy is an account analyst at John B. Collins Associates; Nicole is a senior payroll specialist with Best Buy Enterprises. Karen Tweeten ’02 married Russell Larson in September. Karen works at Jennings State Bank in Spring Grove, Minn.; Russell works at Larson Well Drilling of Mabel. Derek Kuhlman ’03, Maplewood, Minn., married Angela Mold in July. Derek works for 3 Diamond Corporation in Shoreview; Angela is a dental assistant at Metropolitan Pediatric Dental Associates in St. Paul. Elizabeth Lallak ’03, Tallahassee, Fla., married Aaron Sundstrom in January. She is a college admissions counselor. Births Rev. Paul Burow ’84 and his wife, Janeen, Brooklyn Park, 34 Minn.—a son, Christopher Michael, in April 2003. He joins brothers Danny, 10, and Jonathan, 8. Paul is pastor at Family of God Lutheran Church in Brooklyn Park. Karin (Sabo) ’86 and Nicholas Mantor, Burnsville, Minn.—a daughter, Sarah Nicole, in September. She joins siblings Emily, Thomas, and John. Deborah (Raetz) ’87 and Dale Hansmeier, Apple Valley, Minn.—a son, Paul James, in April 2003. Deborah is a special education teacher at Como Park Senior High, and can be reached at <deblr65@aol.com>. Devoney Looser ’89 and George Justice, Columbia, Mont.—a son, Carl Anchor Justice, in September. Bonnie (Gutknecht) ’91 and Thurston Miller, Granger, Ind.— a daughter, Salinda Josephine, in May 2002. Bonnie can be reached at <leaflaker@mail.com>. Kimberly Anne (Swanson) ’93 and Jeffrey Paul Meslow ’92, Plymouth, Minn.—a daughter, Kayla Grace, in September. She joins sister Ally Jillian, 2. The Meslows can be reached at <jeffmeslow@msn.com>. Ann, in May. Ann is a first-grade teacher at Moose Lake Schools, and Lee teaches high school social studies. Jeffrey Cameron ’96 and his wife, Linda, Vadnais Heights, Minn.—a daughter, Allison, in September. She joins sister Megan, 2. Jeffrey was named partner at E.J. Brooks & Associates, a law firm specializing in intellectual property law, and was named a “Rising Star” by Minnesota Law and Politics magazine. Liza (Lindquist) ’97 and Ted Jacobson, St. Louis Park, Minn.—a daughter, Annie Estelle, in August 2002. She joins brother Cecil, 3. Mary (Brooks) ’98 and Jon Wroge, Norwood Young America, Minn.—a daughter, Hanna Adaire, in January 2003. She joins siblings Kylie and Cole. Mary is an English teacher for Central Public Schools, and can be reached at <mwroge@central.k12.mn.us>. Kim (Eckstrom) ’99 and Rique Beslin Jr., Centerton, Ariz.—a daughter, Rebecca Ann, in June. She joins siblings Stephanie Kae, 2, and Darrell, 9. Kim is a systems administrator for Wal-Mart Stores, Inc., Corporate ISD Division, in Bentonville. Daria Marie Reboin ’00 and David Gordhamer, Apple Valley, Minn.—a son, Elijah Lee Gordhamer, in March 2003. Daria is a microscopist/ environmental analyst for EMSL Analytical, and can be reached at <reboin@hotmail.com>. Carla Steen ’91 and Jeff Friedl, St. Paul, Minn.—a daughter, Lucy Steen Friedl, in January 2003. Carla is dramaturg/publications manager at the Guthrie Theater in Minneapolis. ROCHESTER PROGRAM Staff photo St. Cloud Medical Group; Rick is a systems analyst at Banta Catalog Group in Maple Grove, Minn. Julie L. (Holmquist) ’93 and Ted Sellers, Duluth, Minn.— a daughter, Megan Elizabeth, in November 2002. She joins sister Katie Lynn, 3. Ann (Gallagher) ’96 and Lee Stephenson ’96, Sturgeon Lake, Minn.—a daughter, Grace Last summer, 21 of the 32 graduates in the Augsburg College Rochester Program, Class of 2003, gathered for a special ceremony at the Willow Creek Golf Club. From left to right are, (front row): Patricia Engstrom, Stacy Stromback, Rebecca Maki, Rebecca King, Sheila Hoehn, Audrey Erwin and Debra Hillier; (back row): Inger Hillier, Wayne Hansen, Donna Kuhlman, Vikki Bevins, Karen Kuntz, Robin Pankratz, Caroline Arpin, Diane Ryberg, Joel Hammill, Jennifer Bishop, Jeanne Townsend, Paula Schumacher-Weideman, Debra Zaffke, and Becky Krueger. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 38 In Memoriam Leonard C. Froyen ’30, Braham, Minn., died in September; he was 97. He was a teacher, athletic director, and coach of many sports at Braham High School from 1930-73. In 1967, he was inducted into the Minnesota Coaches Hall of Fame, and was the first person inducted into the Braham Hall of Fame in 1989. Esther (Sather) Kennedy ’38, Edina, Minn., died in August; she was 88. Rev. Hubert F. DeBoer ’41, Apple Valley, Minn., died in September; he was 84. He served various parishes in Minnesota, North Dakota, and Wisconsin. Rev. Michael D. Furney ’43, Mesa, Ariz., died in August; he was 82. Charles “Pat” Foley ’47, Minneapolis, died in August; he was 82. He was a cost accountant for ADM Company for over 20 years, part owner of Galaxy Film Service for eight years, and operated his own tax consulting and accounting business for the past 45 years. Rev. Gilbert Feig ’49, Minneapolis, died in August; he was 80. After serving parishes in North Dakota and Minnesota for 23 years, he was a prominent building contractor in the Twin Cities for more than 25 years. Betty Lee (Munson) Nyhus ’53, Edina, Minn., died in November; she was 72. She served in the American Lutheran Church’s women’s stewardship division in Minneapolis, and after the merger, served in the Evangelical Lutheran Church in America’s stewardship division in Chicago for 10 years. Rev. Leo B. Vetvick ’53, Minneapolis, died in December; he was 84. He was a chaplain with the Greater Minneapolis Council of Churches in the Hennepin County Courts and Jails for 20 years, serving as an advocate, counselor, and pastor to those under the jurisdiction of the courts. He also taught courses in social problems and criminology at Augsburg. After his retirement in 1973, he served as a visitation pastor at Bethlehem Covenant Church. He co-founded CoAm (Cooperative Adult Ministry), and was also an active member of AMICUS, a support organization for offenders released from prison. David. L. Mortrud ’63, Park Rapids, Minn., died in October; he was 63. He served as a US Navy submarine officer from 1963-1974, and as a U.S. Naval Reserves officer from 1974-1989, retiring with a rank of captain. As a civilian, he worked as investment counsel in the law department of Aetna Life & Casualty and as an investment manager with Northwestern National Life. He retired in 1998. Ellen (Johnson) Strom ’65, Prior Lake, Minn., died in September of ALS; she was 60. After teaching third grade in Bloomington and beginning her family, she joined the Gittleman Corporation, and for the last 10 years she was project manager for the G.M. Northrup Foundation. She was a devoted wife, mother, daughter, and friend. Larry Fleming, Minneapolis, died in December. A choral conductor and composer, he formerly directed the Augsburg Choir. He founded Augsburg’s annual Advent Vespers celebration, as well as the National Lutheran Choir. Clayton L. LeFevere, Richfield, Minn., died in August; he was 80. He was president and cofounder of LeFevere, Lefler, Kennedy, O’Brien and Drawz, and formerly served as chair of the Augsburg Board of Regents. A man called ‘Mo’ T here are always some little known heroes among us—folks we may never have met, or have long since forgotten what they did. Such is the case, perhaps, for my good friend and former Augsburg staff member, Wayne Moldenhauer—or just plain “Mo” to those who knew him. He died in September; he was 66. Mo was an ex-convict, and he came to work at Augsburg in 1971, straight from Stillwater State Prison. He was one of the first students in the classes Augsburg had offered at the prison in 1969. I am convinced that he, as much as anyone else, provided leadership that helped shape the diverse character of Augsburg as it is today. He raised over $1 million for the College from 1971-1983 in grants, scholarships, and contracts for non-traditional student programs. He was also a teaching assistant in several classes for students with disabilities. In addition, he organized the first “non-medical” transportation for students Winter 2003-04 and others with disabilities—the beginning model that later became today’s Twin Cities Metro-Mobility. After leaving the College, he went on to serve as director of the Center for Education of NonTraditional Students (CENTS). Later, he organized and headed Minnesota’s Message Relay Service, providing telephone communication between deaf and hearing people. Mo had no formal degrees or Wayne “Mo” Moldenhauer (left) raised over $1 million even much “legitimate” work for Augsburg from 1971-1983 and served as a teaching assistant in several classes for students with disabilities; experience until he came to he died in September. Augsburg. Ironically, it was his experience “on the streets” that “Augsburg College has given me the informed his skills as an organizer and greatest present I could have thought to fundraiser. receive. That present is the ability to enjoy Mo is still a hero to those of us who life again—both as a person who can find came to know him. But Augsburg was also strength in his tears and frustrations and Mo’s “hero.” In December 1973, he wrote peace in his strengths and successes. …” “An Open Letter to Augsburg College,” Thanks, Mo—from all of us—for published in the Augsburg Echo. He wrote: everything. 35 Vern Bloom by Vern Bloom, Augsburg professor emeritus, social work and sociology Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 39 C Courtesy photo AAuggie UGGIE Thoughts THOUGHTS After reading about Augsburg in a recent Star Tribune article, Keely Blumentritt ’00 was inspired to write her alma mater to express her gratitude for the education she received, as well as to update the College on her life and work in New York. The letter, which was shared with others in the administration, prompted President Frame to visit her while he was in New York. Following his visit, President Frame said he was profoundly moved by Blumentritt’s obvious joy and fulfilled sense of calling in her chosen profession. She shares her letter with Augsburg Now readers. Greetings! I just read the article in the Star Tribune, “Augsburg College has the Right Recipe.” And, yet again, I was overwhelmed with gratitude for the work that is being done at Augsburg. I know you are doing amazing things with the students studying at Augsburg, as well as in the community. Over the past academic year I have started supervising MSW (Master of Social Work) interns from Columbia University. This has given me the opportunity to deeply reflect on my own education and experience. In addition, I have come to the realization that Augsburg offers a holistic learning experience that other schools are unable to offer. I am very grateful for the education I gained, the financial assistance I received, and the mentors that guided me. It seems that not a day goes by when I do not think about Augsburg at least once. Some of my thoughts reference academic material, but more than that I reflect on the sense of generosity, hope, empathy, and faith I gained through my experiences. It has been invaluable. Reading the stories of the students in the article reminded me that the same work is still happening. On a personal note, I am still doing the same sort of work I started at Augsburg. After graduating from Columbia in 2001 with my MSW, I have continued living 36 in Manhattan. Right now I am working for an organization called Brooklyn Psychiatric Centers, Inc. I work in a public high school three days a week doing individual and group counseling as well as educational outreach to students. The other two days I am at a mental health clinic working with patients in an individual setting. My client base is aged 7–64, which adds a richness to the practice. Additionally, I am getting married in June to a great man I met out here— I will soon be Keely (Blumentritt) Meshel! It is a very exciting time in life. I owe the faculty and staff at Augsburg a great deal of thanks for the support I have received in my educational and, now, professional career. And, it is wonderful to know that the good work is still being done by good people. If you ever need anything from New York just let me know. Thank you, thank you, thank you. Sincerely, Keely Blumentritt ’00 Winter 2002-03 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 40 CCalendar ALENDAR Music April 2–May 16 Other Events For more information on any of these events (unless otherwise noted), call 612-330-1265 Senior Art Exhibit April 18 April 18 Spring Jazz Ensemble Concert 7 p.m.—Hoversten Chapel April 20 Riverside Singers Spring Concert Christensen Center Art Gallery Seminars, Lectures, and Films For information, call 612-330-1180 April 4–17 Access to Excellence: The Campaign for Augsburg College Augsburg community campaign kick-off event, including science demonstrations, music, exhibits, athletic clinics, theatre, health screenings, reading corner, worship celebration, free food, activities for all ages, and much more. Noon-4:30 p.m.—Augsburg campus For information, call 612-330-1613 7 p.m.—Hoversten Chapel Augsburg Native American Film Series 2004 April 21 In conjunction with the Minneapolis/ St. Paul International Film Festival Various dates and times; to request a flyer via e-mail, call 612-330-1523 or e-mail <marubbio@augsburg.edu> April 30–May 1 Augsburg Concert Band Spring Concert April 18 • Commencement Dinner 3 p.m.—Hoversten Chapel Student Documentary Film Showcase May 2–8 2-4:30 p.m.—Science Hall, Room 123 For information, call 612-330-1507 e-mail <davidson@augsburg.edu> Chamber Music Recital & High Tea 4 p.m.—Sateren Auditorium April 25 Augsburg Concert Band Tour of the Midwest Performances in Minnesota, North Dakota, Montana, and South Dakota For information, call 612-330-1279 By Sophie Treadwell Directed by Darcey Engen April 2, 3, 15, 16, and 17 at 7 p.m.; April 4 and 18 at 2 p.m. Tjornhom-Nelson Theater April 23 Senior Acting Recitals 7 p.m.—Tjornhom-Nelson Theater Exhibits For gallery information, call 612-330-1524 April 2–May 2 Juried Student Art Exhibit Gage Family Art Gallery, Lindell Library 6 p.m.—Commons, Christensen Center • Commencement Concert Augsburg Chamber Orchestra 7:30 p.m.—Hoversten Chapel May 1 April 19 Sverdrup Visiting Scientist Lecture: “The Exploration of Mars: An Ongoing Saga of Fact & Fiction, Dreams & Aspirations” For ticket information, call 612-330-1257 Machinal April 30 • Honors Convocation 4:30 p.m.—Hoversten Chapel Theatre April 2–18 Commencement Weekend • Eucharist Service 8:30 a.m.—Hoversten Chapel • Baccalaureate Service 10 a.m.—Hoversten Chapel • Commencement Brunch 11 a.m.—Commons, Christensen Center Dr. Noel W. Hinners, senior research associate, Laboratory for Atmospheric and Space Physics, University of Colorado-Boulder 8 p.m.—Hoversten Chapel For information, call 612-330-1551 or e-mail <gregoire@augsburg.edu> • Commencement Ceremony May 16 Lutheran Free Church celebration Alumni Tour Information Meeting Information about the Alumni Association-sponsored tour exploring Lutheran heritage in Germany and Eastern Europe Oct. 15-27 2-4 p.m.—Century Room, Christensen Center For information, call 612-330-1178 or e-mail <alumni@augsburg.edu> 1:30 p.m.—Melby Hall Seating begins at 12:30 p.m. Tickets required • Commencement Reception 3 p.m.—Murphy Square June 12 A celebration of the tradition and heritage of the Lutheran Free Church 9 a.m.-6:30 p.m.—Augsburg campus For information, call 612-330-1178 or e-mail <alumni@augsburg.edu> June 28 A-Club Golf Tournament Pebble Creek golf course, Becker, Minn. For information, call 612-330-1249 Augsburg Now Winter 04.3 4/1/04 11:50 AM Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. 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Title: Augsburg Now Winter 2006-07
Collection: Alumni Magazine Collection
Search Result: Augsburg Now MAKING CONNECTIONS P. 18 DOG ROBOTS IN CLASS P. 22 GLOBAL BUSINESS P. 24 A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS WINTER 2006-07 VOL. 69, NO. 2 A president is inaugurated page 12 Editor Notes from President Pribbenow on… The richness and wond...
Show more Augsburg Now MAKING CONNECTIONS P. 18 DOG ROBOTS IN CLASS P. 22 GLOBAL BUSINESS P. 24 A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS WINTER 2006-07 VOL. 69, NO. 2 A president is inaugurated page 12 Editor Notes from President Pribbenow on… The richness and wonder of human diversity S o God created humankind in God’s image, in the image of God he created them; male and female he created them … God saw everything that he had made, and indeed, it was very good. (Genesis 1: 27, 31a, NRSV) I once heard a presentation from a nursing student who was part of a community health practicum course in a homeless shelter, who commented that before she went to her assignment at the shelter, her general feeling was that homeless people had done something to “deserve” their fate—she had no sense of how she could interact with these “people.” She was frightened. Once she had begun her assignment, however, she recounted how the residents of the shelter became her fellow citizens, her friends even. She learned their stories, grieved with them about bad decisions, unfair circumstances, sad and distressing experiences. She stood side by side with them in their struggles to find a home and set a new course for their lives. And she rejoiced in the role she could play in listening, empathizing, offering a word or hand or whatever might help. In her experience in that service-learning course, she learned about otherness and difference in ways that would make her a better nurse, a better citizen and neighbor, a better friend. This story is why I will never give up in our efforts to make diversity a core value of our academic and common work and why I am so pleased that this issue of Augsburg Now illustrates some of our efforts to promote diversity on campus and beyond. Creating, sustaining, celebrating, and supporting diversity is an abiding challenge for our college. Whether it is diversity of perspective, religion, ethnicity, race, social class, and so forth, there are critical voices from all sides pressing us to make the case for our philosophy, commitment, experience, policies, and practices related to diversity on campus and beyond. Here at Augsburg, we have the distinct gift of at least three compelling mission-based reasons for intentionally engaging the diversity of our world. Betsey Norgard norgard@augsburg.edu Staff Writer Bethany Bierman bierman@augsburg.edu Design Manager Kathy Rumpza rumpza@augsburg.edu Class Notes Designer Signe Peterson petersos@augsburg.edu • Theologically, we believe that God has created humankind in all its diversity in God’s own image. • Educationally, we believe that a liberal arts approach to learning and teaching is fundamentally committed to engaging otherness and difference so that we might genuinely understand and embrace the richness of human experience and creativity throughout the ages. • Civically, we are persuaded that educating for democracy is at least in part about preparing our students for lives in society that will require them to have the knowledge, skills, and values needed to negotiate their ways with people of diverse backgrounds and experiences. This past summer, I had the privilege of visiting Augsburg’s study site in Cuernavaca, Mexico, where I, too, learned to face my fears and stereotypes of other cultures and life experiences. We all are still learning to admit our privilege, to embrace the wonder of difference and other experiences, to live as neighbors here on campus and in our community, where the world is becoming our neighbor in very concrete and real ways. Our work to educate students for democracy cannot be uncoupled from this commitment to diversity. This is why diversity on campus, in the neighborhood and city, in the church, and in the world is important—it is the heart of a healthy democracy. Yours, Photographer Stephen Geffre geffre@augsburg.edu Augsburg Now Intern Erin Kennedy kennedy1@augsburg.edu Media Relations Manager Judy Petree petree@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Director of Alumni Relations Heidi Breen breen@augsburg.edu www.augsburg.edu Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minn., 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services, CB 142, Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Paul C. Pribbenow, president 22 Winter 2006-07 Contents Features 11 A Change in Reference—Librarian to Volunteer by Betsey Norgard For nearly 15 years in retirement, Margaret Anderson has continued to volunteer in the library she once headed. 12 Ages of Imagination: The Inauguration of Paul C. Pribbenow Around themes of abundance, generosity, engagement, and service, Augsburg inaugurates its 11th president. 18 Making Connections by Betsey Norgard After five years, the Scholastic Connections program has proven a winner for both mentors and mentees. 22 See AIBO Walk … and Sit … and Wiggle Its Ears by Betsey Norgard Sophomore Jesse Docken finds both fun and challenge in “training” dog robots. 24 12 On the Cover: At his investiture as Augsburg’s 11th president, the seal of the College is placed around the neck of Paul C. Pribbenow by Board of Regents chair Ted Grindal ’76. Global Business by Bethany Bierman Augsburg business classes have built-in global experience from a very international faculty. Departments 2 Around the Quad 5 2006 Alumni Awards 6 Supporting Augsburg 8 Sports 28 Alumni News 40 Views Inside back cover Calendar All photos by Stephen Geffre unless otherwise indicated. AROUND THE QUAD NOTEWORTHY Three new regents elected to board Three new members were elected to four-year terms on the Augsburg College Board of Regents at the annual meeting of the Augsburg Corporation in October. In addition, Michael O. Freeman and Philip Styrland ’79 were re-elected to second six-year terms. Freeman is a partner at Lindquist & Vennum, P.L.L.P., and Styrlund is president of The Summit Group, an international education and development firm. Richard C. Hartnack Since the beginning of his banking career in 1971, Hartnack has held positions in corporate banking at First Interstate Bank of Oregon, and in community banking at First Chicago and Union Bank of California. He currently is vice chairman and head of consumer banking at U.S. Bancorp. Hartnack has a bachelor’s degree in economics from UCLA and a master’s degree in business administration from Stanford University. He is a graduate of the Strategic Marketing Management program at the Harvard Business School. Congratulations to Jacki Brickman ’97 Augsburg alumna Jacki Brickman ’97 was one of two teachers in the Minneapolis and St. Paul school districts who were awarded a Milken National Educator Award in October. This award, from the Milken Family Foundation, recognizes teachers and principals across the country for their effectiveness in the classroom, accomplishments outside the classroom, leadership, and ability to inspire students, teachers, and the community. It carries a cash award of $25,000. Brickman, a 10-year teacher, is a teacher mentor at Hall International Elementary School in Minneapolis, working with other teachers at the school to test new techniques. Brickman, who also is an adjunct instructor in Weekend College, is the second Augsburg graduate to receive a Milken Educator Award. Margaret Knutson ’91, fifth-grade teacher at Orono Intermediate School, received the same award in 2004. Read about both teachers in the Augsburg Now spring 2006 article, “Teachers who Lead, Leaders who Teach,” at www.augsburg.edu/now. André Lewis ‘73 Since 2002, Lewis has served as director of marketing and community affairs and president of the RBC Dain Rauscher Foundation. Previously he held a similar position at Honeywell. His background in education includes serving as principal at both Washburn and South high schools. Lewis graduated from Augsburg and earned a Ph.D. from the University of Minnesota. He has been active in Augsburg’s Corporate Connections program. Rev. Norman Wahl ‘75 Since 1996, Wahl has been executive pastor of Bethel Lutheran Church, the site of Augsburg’s programs in Rochester, Minn., and served on the task force that led to the formation of the Rochester campus. He has also been part of the alumni board, campaign cabinet, and on staff at the College. After Augsburg, Wahl graduated from Luther Seminary and earned a Doctor of Ministry degree from the seminary in 1997. 2 AUGSBURG NOW MBA consulting firm to start Small businesses and non-profits in Rochester can qualify for probono consulting services from Augsburg’s Rochester MBA students and graduates. This new service, Augsburg Alumni Consulting Team (AACT), extends the MBA field service program, in which all students work with a client in the community on business issues and applications. A “full-team” consultation by AACT on critical strategic or management issues will be staffed by four to eight volunteers. A “fast track” for focused issues will involve one to three volunteers in two or three client meetings. And, a “board match” program will help nonprofits build their board leadership. Additional support services—database design, Web design, research, etc.—may be added by Augsburg undergraduate business and computer science students. This College-sponsored consulting service will offer both experience and exposure to the students and alumni, and include a review process to build case studies. While beginning in Rochester, AACT hopes to also expand the program to the Twin Cities. For information, contact William Aguero at aguero@augsburg.edu. The “greening” of Augsburg Augsburg imagines environmental stewardship as central to its mission as a Lutheran college in the city. President Paul Pribbenow says, “The Augsburg College community is deeply committed to what it means to build a sustainable urban environment. … Our relationships with our diverse neighbors, with the Mississippi River, and with other neighborhoods in our vibrant city are opportunities for learning, for civic engagement, and for faithful service.” The institutional committee that grew out of a learning community seven years ago is now named the Environmental Stewardship Committee and provides leadership for the College in areas addressing sustainability. The committee’s growing website offers information and resources in the following initiatives: • Recycling/waste reduction—Recycling bins have risen to nearly 75% capacity in the last year and new equipment across campus reduces water consumption and energy usage. The College recycles household items to community organizations and established a re-use table. A number of measures adopted reduce storm water run-off from campus, which, perhaps more than anything else, has had an impact on water quality in the Mississippi River. • Transportation—Two light rail stations within walking distance and reduced fare bus-rail passes help the Augsburg com- munity increase its use of public transit, freeing up parking spaces. Accessible bike trails provide alternatives to driving. • HOURCAR—Augsburg is the newest neighborhood hub for HOURCAR—a hybrid vehicle that can be rented. • Curriculum—Across the curriculum, courses address sustainability issues, and study abroad is available in metrourban studies. A new environmental studies program is scheduled to launch in fall 2007. • River stewardship—Augsburg is an official “steward” of a portion of the Mississippi River near campus and regularly hosts “clean-ups” to prevent pollution. The Environmental and River Politics course explores issues related to restoration of the river ecosystem and ways in which our relationship to the river reflects the health of our community. • Campus Kitchen at Augsburg College—In its three years, Campus Kitchen has kept more than 35,000 pounds of food out of landfill and turned it into over 37,000 meals for the community. In the next year, Augsburg plans to launch a community garden to bring neighbors together and provide food for community organizations. • Building a green campus—The Environmental Stewardship Committee has a voice in the ongoing planning for the new Science Center, which includes a “green” roof and maximal use of sustainable architecture and products. Michael Lansing, assistant professor of history, wrote in the Augsburg Echo about Christensen Symposium speaker Douglas John Hall’s comments on “stewardly vocations.” Hall argued that everyone must make stewardship of the environment both a personal and collective priority. Lansing wrote that stewardly vocations “push us all toward recognizing and caring for the many other forms of life that we depend on for sustenance and comfort.” To learn more about sustainability at Augsburg, go to www.augsburg.edu/green or contact Tom Ruffaner, chair of the Environmental Stewardship Committee, at ruffaner@augsburg.edu. —Betsey Norgard Fond farewell to ‘Mr. Augsburg’ On Sept. 30 Jeroy Carlson ’48 officially retired from the campus and community he first came to more than 60 years ago. During that time, he served Augsburg as a student, volunteer, alumni director, and development officer. At a packed reception in his honor, Carlson was presented with a baseball jersey bearing his No. 10 and a “Jeroy Carlson” baseball card. He was also presented with framed photos of the Augsburg campus, as he knew it and as it is today. Known as “Mr. Augsburg” by his classmates and colleagues, Carlson excelled as a student-athlete in baseball, basketball, and football, and was part of four MIAC championship teams. He continued to work with the A-Club and helped establish the Augsburg Athletic Hall of Fame. In 1991, after serving on the alumni board and as director of alumni relations, the alumni office was dedicated as the Jeroy C. Carlson Alumni Center. See the winter 2005-06 Augsburg Now for a feature story on “Mr. Augsburg.” Vice President Tracy Elftmann ‘81 presents Jeroy Carlson with a baseball jersey bearing his no. 10. WINTER 2006-07 3 AROUND THE QUAD COMMENCEMENT Two commencements at Augsburg Beginning this year, Augsburg will offer two commencement ceremonies, in order to recognize the different academic calendars followed. A May 5 ceremony will be held for day students and physician assistant students who are on semesters; a June 24 ceremony will honor Weekend College, Rochester, United Hospital, and the other five graduate program students who follow trimesters. This year’s Commencement speakers are Eboo Patel on May 5, and Rev. Martin E. Marty on June 24. With a national fellowship in microbiology and an interest in infectious diseases, senior Richard Birkett is studying the genes encoding streptococcal bacteria. Senior Richard Birkett wins research fellowship Biology senior Richard Birkett is one of 43 students across the country to receive a 2006 Undergraduate Research Fellowship from the American Society for Microbiology. Its stipend funded his summer research with biology professor Beverly Smith-Keiling. The project, applied for jointly by Birkett and Smith-Keiling, looks at the characteristics of streptococcal bacteria and the genes that encode them. They study a particular streptococcal protein, discovered by SmithKeiling, that binds a human immune system protein, and its role in causing infections, especially in immuno-weak people 4 AUGSBURG NOW (neo-natal babies, elderly, and others who are immuno-compromised). The research involves manipulating the protein’s DNA in the laboratory to create mutants for further study. “We were thrilled to receive this ASM Fellowship,” says Smith-Keiling. “It is a prestigious award and played a significant role as a feather in our cap as one of several steps that Augsburg is taking to secure external funding, build our undergraduate research program, and move toward more scientific research at our institution.” Birkett’s interest in infectious diseases began in summer 2005 when he traveled to Tanzania with a microbiology study abroad course through Hamline University. He visited labs and small villages, and found the experience “eye-opening” in terms of lifestyle and conditions he encountered. To gain background in research, Birkett took a pilot course at Augsburg, Introduction to Research, designed to prepare second-year students for facultyled research. He credits that course for teaching him the discipline, motivation, and critical thinking needed for scientific study. The course was repeated this past fall, and Birkett served as a peer mentor. Birkett has thrived in the microbiology laboratory, and is interested in pursuing work in the health field with infectious disease, possibly attending medical school. He, along with Smith-Keiling and other students, will present their research at the American Society for Microbiology general meeting in the spring. “Richard has been the model for what we hope to continue, as students progress from their early years without research skills to excelling as independent researchers, and the fellowship played a key role,” says SmithKeiling. “It has been a privilege and joy to work with him.” Birkett came to Augsburg from Boston as a student in the StepUP Program, which supports students in chemical recovery. He says that Augsburg has been great for him. “I came to Augsburg for StepUP; I’m staying for science and the people.” —Betsey Norgard HOMECOMING 2006 Two honored as Distinguished Alumni Augsburg’s Distinguished Alumni are recognized for their significant achievement in vocation, for outstanding contribution to church and community, and for lives that exemplify the ideals and mission of Augsburg College. Glen Person ’47 A native of Minneapolis, Glen Person grew up in Augsburg’s neighborhood. He graduated with degrees in mathematics and business, and was one of the first students in Augsburg’s new business administration department. His college studies were interrupted by World War II, where he served in the U.S. Navy. Person’s vocational career involved two 20-year employments in the insurance industry. In 1948 he started as a bookkeeper at Fidelity and Casualty Co., and left in 1968 as its bond manager. From 1969 until his retirement in 1989, he was an accounting manager and bond vice president at W.A. Lang Company. From 1993 to 2005, Person served on Augsburg’s Board of Regents, as a member of the Finance Committee and as board treasurer. Over the years, he has been one of the most active members of Augsburg’s A-Club, and a frequent spectator and loyal Auggie athletic booster. He serves on the Claire Strommen Golf Tournament Committee. Person has also contributed financial expertise to numerous boards of directors, and as treasurer of Prairie Lutheran Church in Eden Prairie, Minn. Lois (Peterson) Bollman ’69 Lois Bollman graduated in 1969 with a bachelor’s degree in English education from Augsburg, and went on to earn a master’s degree in reading. In 2001 she earned a doctorate in educational policy and administration of higher education. For the past 30 years, she has worked in a number of areas within the Minnesota community college system and is a recognized leader and administrator in areas of student assessment, college readiness, and developmental education. Her strengths lie in strategic planning, institutional research, and evaluation of academic programs. Currently she is vice president of strategy, planning, and accountability at Minneapolis Community and Technical College. Here, she developed the Urban Teacher Education Program, in collaboration with secondary and postsecondary institutions, that aims to inspire and educate students from urban schools to become teachers in their own communities. In 2003, Bollman led the faculty development work that received one of five national Theodore Hesburgh Awards from TIAA-CREF. Bollman has served as a class agent and is active at Edina Community Lutheran Church. First Decade Award The First Decade Award is presented to Augsburg graduates of the past 10 years who have made significant progress in their professional achievements and contributions to the community, and in so doing, exemplify the mission of the College. Spirit of Augsburg Award The Spirit of Augsburg Award honors alumni or friends of the College who have given exceptional service that contributes substantially to the well being of Augsburg by furthering its purposes and programs. Herald Johnson ‘68 Milana (Gorshkova) Pirogova ’96 Milana Pirogova graduated magna cum laude from Augsburg with a bachelor’s degree in economics and international relations, and went on to earn a master’s degree in international economics from George Washington University. In 1998 she began working for the International Finance Corporation, a member of the World Bank Group, in Washington, D.C. She is now an investment officer in the Global Financial Markets Department and posted in Russia, her homeland. Two of her significant projects have included working with privatization projects in Bosnia and drafting the Mortgage Securities Law with the Russian national parliament. In her current work she is able to promote awareness and resources for the much-needed economic and educational development in Russia. She also has been an eager promoter of Augsburg College to prospective students in Murmansk, St. Petersburg, and Moscow. After graduating, Herald Johnson first became an admissions officer, then Augsburg’s first financial aid officer when new federal programs required administrative oversight. Over the nearly 40 years since, he became a pioneer, leader, and mentor among all of Minnesota’s financial aid officers. He is respected both for helping students understand and access financial resources to make college possible and for mentoring young professionals in the field. He is the only person to have been twice elected president of the Minnesota Association of Financial Aid Administrators (MAFAA). Johnson collaborated with Julie Olson ’90, ’04 MAL, now vice president of enrollment management, to create and implement the Enrollment Center, which brings together several student service offices into a one-stop shop for students. Johnson retired last summer, but continues to serve as a consultant on scholarship programs and with Augsburg’s government relations office concerning financial aid issues. —Betsey Norgard WINTER 2006-07 5 Photo courtesy of Martha Gisselquist AROUND THE QUAD SUPPORTING AUGSBURG The Clement A. Gisselquist Endowed Scholarship— an Augsburg family’s music legacy 6 AUGSBURG NOW All six of Clement and Borghild Gisselquist’s children graduated from Augsburg, and most of them were choir and band members during their college years. (L to R): James ’68, Joel ’77, Rebecca ’67, Borghild, Martha ’87, John ’72, and Miriam ’83. Gisselquist extended family includes 17 relatives with Augsburg connections. Clement’s brother, professor emeritus Orloue Gisselquist, attended Augsburg, as well as two sons, Richard and David. His wife, Marilyn, came to Augsburg and completed her bachelor’s degree in 1973. Clement and Orloue’s sister Grace E. Gisselquist ’49 married the Rev. Oliver Johnson ’50. Another sister, Marilyn, attended science classes at Augsburg as part of her nurses’ training and married Vardon Quanbeck ’44. While at Augsburg, Orloue, like Clement, sang in the choir and Grace belonged to the Music Club, both sharing their brother’s love for music. Another brother, John Irving, did not attend Augsburg, but his son, John E. Gisselquist, graduated in 1984. Even more telling is the musical legacy Clement left his six children, all of whom graduated from Augsburg. The youngest, Miriam (Gisselquist) Jensen ’83 was a music major and is now an organist and piano teacher— something her mother knows would have pleased her father. John, Class of 1972, sang in the Augsburg Choir and for many years has been a member of the National Lutheran Choir, performing in concerts throughout the U.S. Judy Petree The Rev. Clement A. Gisselquist enjoyed a lifelong love of music. He graduated from Augsburg College in 1941, and during his college years he sang both in the Augsburg Choir under Henry P. Opseth and in the Augsburg Quartet as its second bass when they toured in 1940. Following Augsburg, Gisselquist graduated from Luther Seminary, and he and his wife, Borghild, served churches in North Dakota, Minnesota, and Iowa. Throughout his life, he always actively promoted his churches’ music programs. Borghild recounts how especially pleased he was when his church in Sioux City, Iowa, purchased a new organ. After Clement died in 1979, the family decided to establish a scholarship endowment in his memory and designed it to benefit students “of organ and/or choral music who desire to serve, professionally or otherwise, in the ministry of music of the Lutheran Church.” “Augsburg was close to his heart and we knew that music was something he was always interested in,” comments Borghild, recalling the family discussions. The scholarship just seemed a fitting way in which they could honor their brother, husband, father, and uncle. The remarkable fact is that the Nicole (Warner) Simml ’01 (left), who performs and teaches music in Germany, joined Krista Costin ’07 (right) as soloist with the Augsburg Choir’s concert in Leipzig, Germany last May. Both Simml and Costin are recipients of the Clement A. Gisselquist Church Music Scholarship. Rachel Olson ’08 Photo courtesy of Orloue Gisselquist The Rev. Clement A. Gisselquist (far right) sang second bass in the 1940 Augsburg Quartet. His love of music is passed on to students through an endowed scholarship Five of the Gisselquist women enjoyed meeting the current student scholars at the in his name. Photo taken from The Augsburg Quartets: A Mission-Driven Tradition, by annual Scholarship Brunch in November. (L to R): Martha Gisselquist, Becky Lien, Merton P. Strommen and David M. Larson. Borghild Gisselquist, Marilyn Gisselquist, and Miriam Jensen. Joel, Class of 1977, played tuba in the Concert Band for two years and sang in the Augsburg Choir during his senior year. The two oldest children, Rebecca (Gisselquist) Lien ’67 and James ’68, also sang in the choir. James is married to fellow Auggie Jane (Eidsvoog) ’73. Martha, a nurse, came to Augsburg to complete her bachelor’s degree in 1987. The Clement Gisselquist Scholarship keeps the extended family connected to Augsburg. A number of the relatives continue to grow the endowment by making gifts to the scholarship a part of their regular giving—in lieu of exchanging gifts within the family on special occasions. In the fall, Borghild said of her immediate family, “We’ve already talked about this Christmas, that we’ll make gifts to the scholarship instead of to each other.” The Gisselquists enjoy meeting the Augsburg students who receive the scholarship each year. The 2006-07 recipient, junior music major Krista Costin was studying abroad in Ghana during the fall and regrets missing the Scholarship Brunch. She fondly remembers meeting members of the Gisselquist family at last spring’s Music Scholarship High Tea. Costin sings in the Augsburg Choir and toured with the choir last May to the Czech Republic and Germany. Last year’s scholarship recipient, senior Nikki Lemire, is a harpist and a section leader in the choir at Central Lutheran Church. The 1998-99 scholarship holder, Nicole (Warner) Simml ’01, now lives in Germany and is enjoying a career performing and teaching voice. Last May she joined the Augsburg Choir in Leipzig on their tour in Germany, and joined Costin as a soloist. An earlier Gisselquist recipient, Melissa (Wieland) Bergstrom ’97 has been organist and choir director at Edina Community Lutheran Church, in addition to teaching and serving as director of choral activities at AnokaRamsey Community College. Several of the Gisselquist scholarship recipients have sub- sequently been chosen as Orville and Gertrude Hognander Music Scholars. With many of the Gisselquist Auggies making regular gifts to grow the scholarship endowment, future students—and per- haps additional Gisselquists— join Rev. Clement A. Gisselquist’s legacy to Augsburg’s music program—something that surely would please him. —Betsey Norgard Making a gift to Augsburg It’s easy to make a donation to Augsburg College. All donations are tax-deductible. Gifts online Go to www.augsburg.edu/giving to make a secure credit card donation. You can use the form to make a one-time donation or to set up recurring gifts. Gifts by phone To make a donation by phone, call Kevin Healy, director of advancement services, at 612-338-6537 or 800-273-0617. Gifts by mail You can mail your gift to: Developement Office, Campus Box 142 Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454 For complete information about making a gift, including the types of giving and giving programs, go to www.augsburg.edu/giving. WINTER 2006-07 7 AROUND THE QUAD SPORTS Brothers in soccer Vinnie Brooks and Ryan Kitzman are like brothers. Brothers united by soccer. For all but one year of the last dozen, the two have played on the same soccer teams—the same club teams, elementary school team, junior high team, high school team, and the same college team. Ever since they were each eight years old, growing up in Maple Grove, Minn., and attending schools in Osseo, the duo could be found on the same fields—Brooks on defense, Kitzman in the midfield. Best friends and players with similar competitive personalities, the two split for just one year— their freshman years in college, when Kitzman attended Bethany Lutheran College in Mankato, Minn., and Brooks enrolled at Augsburg. But the pair reunited their sophomore years, became roommates, and helped to lead a renaissance in the Augsburg men’s soccer program. “I wanted to be back in the city,” Kitzman said. “I talked to Vinnie pretty much all my freshman year. I came to visit Augsburg a couple of times, and he said they were getting a new coach and a new field, so I came for another visit. Once I met [coach] Greg [Holker], it was a done deal.” So Kitzman transferred, and the pair was reunited. “We have the same style of play. We practice against each other and just go at it. It’s like we 8 AUGSBURG NOW hate each other when we’re practicing. It gets pretty intense,” Brooks said. “He’s pretty much like my replica on the field. We have some minor differences, but overall, the competitiveness and our work ethic, we just relate to each other. It just clicks. We both respect each other.” Both were starters throughout their Auggie careers and were key elements of the dramatic growth of the men’s soccer program. In Brooks’ freshman year, 2003, the Auggies finished 5-11-2 overall, 09-1 in league play. In the 2006 season under third-year head coach Greg Holker, the Auggies finished 13-3-3 overall and 5-2-3 in conference play, winning a place in the conference’s postseason playoffs. In four seasons at Augsburg, Brooks played in 67 games, starting 57, with eight assists from his defensive position. As a midfielder during his three years at Augsburg, Kitzman started 49 of 54 contests, with five goals and six assists for 16 career points. As two of only three seniors on this year’s Auggie squad, the pair acknowledges that they have been a part of a new beginning for the men’s soccer program, which they hope continues to succeed. “It’s just awesome to have this kind of success in our last year playing here,” Brooks says. “It’s like leaving a legacy behind. It’s one of the things we wanted to do. We had the first winning season here in 20 years and made the [conference] playoffs.” But the end of their senior seasons will not mean the end of soccer, or friendship, for Brooks and Kitzman. The two play on the same adult-league team and coach a youth team together in Plymouth, Minn. Brooks, a health and physical education major Auggie teammates Vinnie Brooks (left) and Ryan Kitzman (right) have played soccer together since elementary school. and business management minor, and Kitzman, a marketing major, have talked about starting a business together. “It’s almost natural for us,” Brooks said. “Some people hear about it and think it’s pretty weird. But we had the same group of friends growing up, from elementary school to junior high and high school. We were always in the same group.” “We don’t think of it as being weird,” Kitzman added. “It’s just normal for us.” —Don Stoner An amazing soccer year For the Augsburg College men’s and women’s soccer teams, the 2006 season was a history-making one. The Auggie women captured a third straight berth in the Minnesota Intercollegiate Athletic Conference playoffs and finished 106-2 overall, 7-3-1 in league play—the team’s fourth double-digit victory season in the past five years. Augsburg’s 15 points in conference Greg Holker, named MIAC play this season were the most for an Auggie Coach of the Year squad in the 21-season history of the program. Meanwhile, the Auggie men reached the league’s four-team postseason playoffs for the first time, finishing the season 13-3-3 overall, 5-2-3 in conference play. Augsburg finished with its most victories (13) since its MIAC championship season of 1975 (15-2-1), and claimed its most points in league play (13) since its last MIAC title season of 1980 (11-1-3 overall, 9-0-3 MIAC, 21 points). Head coach Greg Holker was named MIAC Coach of the Year this season. Augsburg was the lone school to have both its men’s and women’s soccer teams qualified for the MIAC postseason playoffs this year. Both teams set school records along the way. Both teams were unbeaten and did not give up a goal until the women were scored upon on Sept. 20—Augsburg went the farthest among all NCAA Division III soccer teams in having both its men’s and women’s teams unbeaten and unscored upon. For both the Auggie men’s and women’s teams, the future looks bright. The men lose just three senior regulars to graduation, while the women lose only five. —Don Stoner Marathoner extraordinaire Mary Croft ’79 didn’t catch the running “bug” until she was in her late thirties, a relatively late start for a serious athletic career. But that bug has taken the Augsburg alumna around the world and earned her numerous unique distinctions in the world of distance running. Croft is one of only 67 people—including just eight women—to have run in every Twin Cities Marathon over the 25 years of its existence. She has run a marathon in each of the 50 states—a feat that only 285 individuals have accomplished. And over the past quartercentury, she has run in about 140 marathons and 30 ultramarathons—races ranging from 30 to more than 100 miles in length. She credits her running career to her return to Augsburg as an adult learner to complete her bachelor’s degree in the late 1970s. She was an Augsburg student in the mid-’60s before starting her career in nursing. “One of my friends was a runner, and she was running five miles a day for her mental health. I was impressed with that, but I didn’t start running until I graduated in 1979,” Croft said. That year, she went to Duluth to watch a friend compete in Grandma’s Marathon, and was encouraged by her husband, David, to try a marathon herself. Later that year, the first Twin Cities Marathon appeared on the running calendar, and her running career kicked into high gear. “I trained for my first marathon in just 12 weeks,” said Croft, who noted that she had As a Charter Club member, Mary Croft ran her 25th Twin Cities Marathon in October, with a track record of 170 marathons in 50 states and several countries. only run a 10-kilometer race competitively before trying a 26mile, 385-yard marathon. Since then, she has run in each Twin Cities Marathon over the past 25 years, a race considered the most scenic urban marathon in the country. According to Twin Cities Marathon officials, Croft, at age 60, is the third-oldest woman of the eight to have run in each of the 25 races. She has also completed Grandma’s Marathon, a race along the Lake Superior shoreline from Two Harbors to Duluth, eight times. She has also run in two of the most famous marathons in the country, the Boston and New York races. She has competed in the Boston Marathon— a race in which runners have to achieve a qualifying time in another marathon to compete—three times, including the 100th running of the race in 1996. “It was just such a historic event,” Croft said. “Boston is the epitome of marathoning in the country.” In 2004, she accomplished the feat of running a marathon in each of the 50 states (and the District of Columbia)—becoming the 162nd person at the time to be able to make that claim. Since then, the list has grown to nearly 300 members nationwide. She has also run in marathons in Russia and Spain. In addition to her marathoning, she has also competed in long-distance ultramarathons, which brought her the most meaningful moment in her sport. In 2000, she ran in the 75th Comrades Marathon, a 56-mile race in South Africa, considered one of the top ultra-distance events in the world. “It’s the biggest sporting event in South Africa. It was the most amazing thing,” she said. “They were so wonderful. They greeted us and welcomed us to their country.” She even incorporated running into her work. As a nurse at the Minnesota state prison in Stillwater, she organized inmates and members of a local running club to run a marathon inside the prison walls each year for a decade. “We ran 112 laps around the prison yard, about 15 to 20 runners,” she said. “It was pretty well received by the prison administration.” Her best time ever was a 3hour, 18-minute effort in 1985 at the Grandma’s Marathon. Now, she runs in the 4:20 to 4:30 range; her time in the 2006 Twin Cities Marathon was 4:28.34, good enough for third place in her age group. “I just run for the health benefits and I enjoy it. If I place in my age group, it’s an added benefit,” she said. “It’s the adventure, the travel, seeing other parts of the country, which is fun.” She noted that she has been fortunate not to have suffered significant injuries during her career, which she credits to leading a lifestyle of fitness and training in moderation. She now runs about seven or eight marathons a year—“I’m always in training,” she notes— and has been involved in organizing volunteers for the marathon in Tucson, Ariz., where she and David spend their winters. The Crofts live in Bayport, Minn., during the summers. —Don Stoner WINTER 2006-07 9 AROUND THE QUAD MOVING FORWARD Kennedy Center now open The Kennedy Center for Sports and Recreation has opened for classes, with health and physical education staff and coaches moving into their new offices. It will be formally dedicated on May 4. The three-story addition to Melby Hall features a new wrestling training facility, increased classroom space, expanded locker-room facilities and expanded fitness facilities, as well as hospitality, meetingroom, and office space. The new Alan and Gloria Rice Wrestling Room provides a spacious training area for the champion Auggie wrestlers. It also provides a training facility for Greco-Roman wrestling. The Kennedy Center, the new three-story south wing added to Melby Hall, is open for classes, athletic teams, intramural teams, and fitness. In the left back corner of the photo, the roof of Lindell Library provides context to the construction of the Oren Gateway Center, scheduled for completion in the fall. Oren Gateway Center Scheduled to open in fall 2007, the four-story Oren Gateway Center will be the home of the StepUP program and other residential students in substance-free housing. The administrative section of the center will house the Institutional Advancement staff and an alumni relations conference center. On the street level, a Barnes & Noble bookstore will serve as a welcoming place in the neighborhood for books, readings, and coffee. The Gateway Center will anchor a new circular entrance to the College, flanked by Lindell Library and Foss Center. The illustration on the sign in the photo shows the orientation of the new center, facing the circular entrance to the College. 10 AUGSBURG NOW After 23 years at Augsburg, Margaret Anderson retired as head librarian in 1990. She had just spent several years studying and documenting the need for a new library building, and then convincing the College to build it. Now, 16 years later, she continues to work in Lindell Library one day a week as a volunteer— in the new building she labored to justify. In the first two years following her retirement, she took time off. But then, she couldn’t turn down a phone call asking her to help troubleshoot problems the librarians were facing in creating barcodes for all materials. There were lots of problems—“books without barcodes, and barcodes not connected to books,” Anderson says. Once that process was straightened out, she began working on a series of long-term special projects that, without additional staff and a meticulous eye, probably never would have seen the light of day. For one project, Anderson classified videotapes from many years of College events that had been turned over to the library— which meant that she first had to view each tape for content and date, and then write a short description. Another similar project involved classifying a collection of sound recordings, for which her music minor in college proved extremely helpful. With history and knowledge of the Dewey Decimal System, Anderson has also aided in classifying and cataloging fiction, the only books in the library to use the Dewey system. Her current project tops all others. In 1994, writer and activist Meridel LeSueur donated her personal library of more than 4,500 items to Augsburg College. A change in REFERENCE— from LIBRARIAN to volunteer BY BETSEY NORGARD It’s housed in the library’s Special Collections Room, but has not been easily searchable. After working for more than two years, literally from book to book, Anderson hopes next year to complete an extensive spreadsheet index that will enable the collection to be searched by title, author, and subject. In reflecting on her 40 years of library work, Anderson says that the heart of the work has not changed. “It still means connecting readers and scholars with sources,” she says, “but now, both in print and online.” What has changed dramatically is the way librarians fulfill that role, and the different tools they use. One of the tools that made a huge difference in students’ (and librarians’) lives was the development of the CLIC (Cooperating Libraries in Consortium) system, making materials from more than a dozen college libraries available on loan. In the 1960s, Anderson was a cataloguer, and she tells of how librarians phoned each other to check on availability by looking at catalog cards for all the books. She recalls that Karlis Ozolins, her predecessor as head librarian, often would track down students with cars to pick up the materials from other locations. Two decades later, catalog cards became relics and library collections became housed on a database, introducing new physical requirements for technology in libraries. Already Anderson had fought for improvements to the aging Sverdrup Library, including carpeting to replace the loose asbestos tiles she continually removed. Upstairs, it was so cold that the case for a new building became obvious when students were seen studying in mittens. In 1982 the new Weekend College increased the College’s enrollment and brought new demands on the librarians. At the time, Anderson recalls, the library staff was 4.75 full-time equivalents. Over the next few years, Anderson detailed and documented what would be required to meet College needs and help it remain competitive. In the process, she studied and visited many libraries. She made her case before retiring, and then— as a volunteer—helped supervise the move into the new building. While it’s rewarding to work in the new library, it’s really the people, she says, who keep her coming back each week. “The people I worked with have been among my best friends and they were a big reason why I wanted to stay in touch.” Since her retirement 16 years ago, Margaret Anderson has continued to volunteer in the library to stay connected with the staff she enjoyed during her career. “We just think of her as one of us,” current library director Jane Ann Nelson says about Anderson. Current cataloging coordinator Betty Joyce talks about what a wonderful mentor Anderson has been to her. Anderson’s career at Augsburg has been part of an Augsburg family affair, dating back to 1949, when her husband, Ray, was appointed to teach speech and theatre. He retired in 1990, the same year as his wife. All three of the Andersons’ sons graduated from Augsburg— Dean ’77, Stuart ’78, and Brian ’82. Stuart teaches in the Department of Physics, but also worked in the new library for several years in information technology. He still spends some time there as assistant director for instructional course design in the Center for Teaching and Learning. Ⅵ WINTER 2006-07 11 The Inauguration of Paul C. Pribbenow October 18-21, 2006 Ages of Imagination Over four days in October, Augsburg College inaugurated its 11th president, Paul C. Pribbenow. The days were filled with activities connecting its own community of faculty, staff, students, alumni, and parents with city neighbors, church leaders, and colleagues from across higher education. Events included discussions on civic engagement, roundtables on public education, service projects, and celebrations filled with music, art, and good conversation. Each day at the “Abundance” lunches, those who attended donated food and money to fill the food shelves at the nearby Brian Coyle Community Center. Inauguration Day, October 20, began with a Festival Service and Holy Communion, officiated by Mark Hanson ’68, ELCA presiding bishop, with the sermon presented by Rev. Dr. Robin W. Lovin, Southern Methodist University. The investiture ceremony was held in the afternoon. Completing the inauguration was a morning of service in the community, preceding outdoor family activities and an Auggie football game against Carleton College. For additional information and photos from the inauguration, go to www.augsburg.edu/inauguration. In a lighter moment, Paul and Abigail Pribbenow, with daughter Maya, enjoy festivities in the tent during inauguration week. Ages of Imagination The theme of the inauguration, “Ages of Imagination,” was drawn from The Marriage of Heaven and Hell, one of the most influential works of British poet and artist William Blake (1757–1827). From The Marriage of Heaven and Hell: The Prophets Isaiah and Ezekiel dined with me, and I asked them how they dared so roundly to assert, that God spoke to them; and whether they did not think at the time, that they would be misunderstood, and so be the cause of imposition. Isaiah answer’d, “I saw no God, nor heard any, in a finite organical perception; but my senses discover’d the infinite in every thing, and as I was then perswaded, & remain confirm’d; that the voice of honest indignation is the voice of God, I cared not for consequences but wrote.” Then I asked: “does a firm perswasion that a thing is so, make it so?” He replied, “All poets say that it does, and in ages of imagination this firm perswasion removed mountains; but many are not capable of a firm perswasion of any thing.” (Top) The newly-invested President Paul C. Pribbenow greets his colleagues in higher education following the ceremony. From right to left, he greets Kathryn Jeffrey, president of Hennepin Technical College; Linda N. Hanson, president of Hamline University; Lois (Peterson) Bollman ’69, vice president of strategy, planning, and accountability at Minneapolis Community and Technical College; James L. Peterson, As Augsburg College celebrated the inauguration of its 11th president, it also celebrated its calling as a college, and imagined itself in future ages, using “AGES” to remind it of the four themes of this new era: Abundance, Generosity, Engagement, and Service. In moving these four “mountains,” Augsburg College, under the leadership of Paul Pribbenow, will continue to demonstrate how the power of imagination can transform the lives of its students and its community. 14 AUGSBURG NOW president of Gustavus Adolphus College; and (tallest, with mortar board) the president’s brother, Dean Pribbenow, dean of the School of Integrative Studies at Edgewood College. (Above) Student Government president Maria Mitchell led the responsive prayer during the Inauguration Ceremony. Excerpts from the sermon for the inauguration of Paul C. Pribbenow The Rev. Dr. Robin W. Lovin Cary Maguire University Professor of Ethics Southern Methodist University (Left) Rev. Robin Lovin, from Southern Methodist University, preached about moving mountains at the Festival Service on Inauguration Day. (Right) ELCA presiding bishop … I greet you on behalf of all of us who have known and worked with Paul Pribbenow over the years and benefited from his leadership in many different places. … I am also welcoming you to your own future, because those of us who have worked with Paul Pribbenow in the past know what you can expect in this new phase of the history of Augsburg College that we inaugurate today. … as I looked at the [Inauguration] program with its multiple events and its common themes, I spotted the Pribbenow imprint of energy and organization. … And I suppose that what you want to know about the future from my knowledge of the past is whether it is really true that this guy can move mountains. I’m here to tell you that he can, and I’m also going to tell you how he does it. … The way [he] moves mountains is to figure out what everybody else is already doing and tie those activities together into a single mission with a unified message, so that when the mountain moves, it’s because you moved it. … Education is supposed to be about expanding our vision of the world and changing the way we see our own place in it. It is about asking new questions, and questioning familiar answers. It should change us in fundamental ways, not just fill our heads with facts. Education is inseparable from change, personal and social, change in ideas, goals, and priorities. … and Augsburg parent Mark Hanson ’68 presided at the service. The word of greeting I bring you from the past is that great things are possible for Augsburg College, beginning today, because you have a leader who will listen to you, who can see the possibilities that you see, and who can bring them together in new ways that will empower you and energize all these people who want a future of abundance, generosity, engagement, and service for this institution. But the word I bring from the Lord, the word that cuts across past, present, and future, comes to you today in the form of a question. It is addressed equally to students, faculty, and staff, addressed to alumni, supporters, and to the church. And it is addressed to the president. The question is, “Do you really want to move the mountains?” I think you recognize the opportunity, and I pray that you will enjoy the blessings that come with accepting the vocation: That through humility and even sorrow, your hunger for truth and justice will be satisfied; that through integrity and generosity in judgment, you will see God; and that through the knowledge you create and share, the world will find peace, and you will be called the children of God. (Left) President Pribbenow gets a hug from his father, Rev. Jerome Pribbenow, who read from the gospel during the service. (Right) Associate Dean Frankie Shackelford stands amid a sea of academic vestments as the faculty line up for the inauguration processional. WINTER 2006-07 15 Excerpts from “Thanksgiving” Inaugural address by Paul C. Pribbenow October 20, 2006 Thank you for being here today for this celebration of Augsburg College. I am inspired by your faithful lives, and I accept the call to be your partner in service to Augsburg with gratitude, resolve, and humility. … Authentic life—especially a life of faith—begins and ends in gratitude and in thanksgiving. We come together with the humility of thanksgiving, the recognition that life is a gift and a privilege not to be misused or misled, and, I might add, not to be missed. The late Henri Nouwen once wrote that “Gratitude … goes beyond the ‘mine’ and ‘thine’ and claims the truth that all of life is a pure gift.” All of life is a pure gift. Let these words of mine, then, become my thanksgiving to God and to all of you, my psalm of gratitude for this college, for its mission and values, and for the cloud of witnesses gathered here today and scattered across time and space that hold Augsburg College in their hearts and minds. … “In ages of imagination,” [the poet William] Blake tells us, the power of the imagination, the power of belief, the power of a ‘firm persuasion’ can move mountains. We must decide, today, to live in one of those ages of imagination, in fact, to use our imaginations to create a new era for the College. … (Above) Augsburg Board of Regents chair Ted Grindal ’76 places the seal of the College around the neck of Paul C. Pribbenow, who is invested as the 11th president of Augsburg College. (Below) To conclude inauguration week, the College gathers in community service to clean up along the Mississippi riverbank. (Right) Paul and Abigail Pribbenow lead the recessional out of Hoversten Chapel after the Festival Service. 16 AUGSBURG NOW For the complete texts of Rev. Robin Lovin’s sermon and President Pribbenow’s inaugural address, go to www.augsburg.edu/president (Left) Sounds of the big band organized and led by music professor Robert Stacke ’71 fill the tent during inaugural week festivities. (Below) Student Government public relations officers Rachel Forsberg (left) and Kati Welt (right) present a giant card with inauguration congratulations from students to President Pribbenow. There are four themes to my presidency. … These four themes are Abundance, Generosity, Engagement, and Service. Think of them as the “AGES” in Ages of Imagination. … Augsburg is already blessed to have all of these things, though we sometimes don’t recognize these great gifts—gifts that God has given us, and gifts that we were meant to care for and pass on. … During my short time here at Augsburg, I have been challenged to think again about the role of colleges and universities in an urban setting. I am committed to the mutual dependency of colleges and the city. The paradigm for the relationships between cities and higher education must be less about extracting benefits from each other, less dependent on incidental impact, and more focused on the various resources that can be shared in the pursuit of a more robust, healthy, and meaningful urban life. … I know that you share with me this deep sense of thanksgiving for this college and its remarkable commitments. What we do here matters—to our students, our neighborhood, our city, the church, and the world. What we do here is significant—because our work is grounded in a deep and confident faith, because it enjoys a history of love in a community of memory and tradition, because it believes deeply in intellectual curiosity and personal courage, and because it is full of hope. What we need now is imagination—and faith, and fearlessness—to hear and follow the call to be a college committed to the liberal arts in all that we learn and teach; a college grounded in faith and values that are the source of our firm persuasion; a college located in a place full of life and urgency that draws us out of our insular selves; a college engaged with a creation rich in difference that constantly surprises us. What fun we’re going to have! Ⅵ WINTER 2006-07 17 Many of the mentors and mentees in Scholastic Connections, including both day and weekend students, gathered in November to celebrate the program’s five-year anniversary. (L to R) Jim Genia ’87, Chris Adams ’07, Natalia Pretelt ’03, Nhia Lee ’02, Luis Lopez Monterrubio ’09, Purity Ouma ’08, Mary Murzyn ’08, Killa Martinez-Aleman ’08, Eloisa Echavez ’94, ’96 MEL, Georgette Christensen ’96 MSW, Bernice Arias-Sather ’97, Julianne Lynum Leerssen ’00, Ami Nafzger ’94, Sama Sandy ’08, Ashley Stoffers ’08, Miguel Sotamba ’08, Derek Francis ’08, Alex Gonzalez ’90. MAKING connections BY BETSEY NORGARD SCHOLASTIC CONNECTIONS—THE NAME SAYS IT ALL. It’s about making connections. In November, this scholarship-mentorship program marked the beginning of its sixth year. At the annual dinner, senior Chris Adams spoke on behalf of the students. “Through this program, I’ve learned to connect with many different kinds of people,” said Adams. “This program has helped me understand the fundamentals. And these fundamentals have helped me understand the connections between hard work, talent, commitment, and their relationship to good grades, lifelong friends, engaging teachers, and a lot about life in general.” Each year, five Day College students of color—African-American, American Indian, Asian, and Hispanic/Latino—are selected by Augsburg’s four ethnic services directors for a $5,000 scholarship. They are also paired with a mentor who is an Augsburg alumnus/a of color, with the idea being to connect leaders of today with leaders of tomorrow. Most students are paired with mentors of their own ethnic group. The scholarships are renewable annually, so students can remain connected with their mentors as long as they are at Augsburg. Thirty students have participated in the program since its inception in fall 2001. 18 AUGSBURG NOW Having a mentor like Noro Andriamanalina (right), who is also an African woman and has achieved a successful career, inspired Melat Woldegebriel (left) to set higher goals for herself. Scholastic Connections was the creation of columnist, playwright, and consultant Syl Jones ’73 and was designed to assist students of color to succeed at Augsburg, while engaging our alumni of color in the College’s commitment to an intentionally diverse community. This concept of combining financial aid and mentoring garnered national notice for the program when it began. Vivian Jenkins Nelsen, president and CEO of the INTER-RACE Institute, a diversity think tank based at Augsburg, has been instrumental in implementing and sustaining Scholastic Connections. She says that while mentoring is common within community organizations and in the corporate world, she is convinced that it is vastly underrated at the college level. With Scholastic Connections, students can pursue their careers already connected with mentors, who are able to network within their own communities on behalf of their mentees. The pairs of alumni and students create their own styles of relationships. Some are largely career-driven with specific goals planned out, while others focus around personal issues, self-confidence, and life decisions. Mathew Shannon says about his mentor, Chad Jackson, “I was looking for a friend who could be supportive enough to keep me encouraged and real enough to hold me accountable to the high expectations I set for myself and the company I keep.” Attorney Jim Genia’s career has been a big factor in his mentorship with Chris Adams. Adams says that in addition to learning how Genia has been a successful lawyer, Genia has been helping him network to find an internship in a local law firm before entering law school. Xia Xiong also worked on career planning. “I definitely feel that my mentor had an impact on what I am doing with my life today,” says Xiong. “She guided me in figuring out what I wanted to do upon graduation and helped me find resources in order to get where I wanted to go. I think having someone who has gone through the same path makes it so much easier.” In some cases, cross-mentoring occurs to also connect mentees with other mentors who match their interests. Culture was an important factor in the partnership of Melat Woldegebriel, from Ethiopia, and Noro Andriamanalina, from Madagascar. Woldegebriel says, “Knowing that my mentor is from Africa and seeing her as a successful person makes me realize that I can be like her if I work hard like her. On top of her responsibility at her work, [she] takes part in church and community activities. I learned a lot from that and increased my extracurricular activities.” Andriamanalina adds, “You don’t have to be in the same discipline or line of work to have a positive and rewarding mentoring relationship. Melat and I were able to connect on many levels. We are both African women balancing different roles and expectations within and outside of our communities.” “It’s clear that although the match did not seem perfect at first, as I am in education and she is in accounting,” Andriamanalina continues, “we had so much more in common than we ever imagined and learned from one another in the process.” The value of the program to students is obvious: needed financial assistance, plus the experience of having role models who have already been through the challenges and pitfalls of college and career who can serve as guides. For the mentors, their learning often includes the satisfaction of helping others maneuver these challenges. For mentor Eloisa Echavez it is “to be energized and contribute to the development of a young professional who has many dreams and plans for the future.” Mentor Chad Jackson says, “For me it was a way to connect with an African-American student … who had gone through the same things I did. It showed me the importance of investing in youth.” The four ethnic services directors recommend alumni of Augsburg to be invited as mentors, and Jenkins Nelsen serves as the guiding force in making the mentorship connections. She provides training to both mentors and mentees on how to work together to get the most from their relationships. WINTER 2006-07 19 In addition to the individual mentoring activities, Jenkins Nelsen brings the entire group of mentors and mentees together at various times during the year for cultural celebrations and other social and community activities. Both Genia and Adams have found these gatherings to be times when the group can learn about each others’ cultures and appreciate the differences and similarities. The creation of Scholastic Connections came about in response to a difficult situation in Augsburg’s history. In 1986, alumnus Elroy Stock ’49 gave a $500,000 campaign naming gift to Augsburg. When it was discovered that he was the author of thousands of letters sent to interracial couples and adoptive parents urging “racial purity,” the College decided it would not put Stock’s name on the building. Charitable gift regulations prevented the return of the money, which led to a lawsuit by Stock that was later dismissed. In 2001, Syl Jones (himself a victim of Stock’s mail campaign) proposed an endowment in the same amount of Stock’s gift to offer scholarships for students of color and mixed race. The program supports them in achieving academic success and developing leadership skills. President Paul Pribbenow, in remarks at the annual dinner, commented that Scholastic Connections is “an example of the College at its best,” supporting its mission and commitment to provide access to college for all students. Overall, there is little doubt that the program is successful. So far, more than half of the former students have gone on to complete higher degrees. Echavez says the program enables Augsburg “to make a greater impact on the lives of the students of color going beyond the academics, extracurricular activities, and financial aid.” Woldegebriel believes that more international students of color will be attracted to Augsburg, knowing that through Scholastic Connections they can be paired with a mentor of similar cultural background. At the annual dinner, Genia, an attorney and lobbyist, spoke of the fact that among Minnesota’s 201 state legislators, there are only five or six senators Although Xia Xiong (left) comes from a different cultural background than her mentor, she appreciates the guidance that Eloisa Echavez (above) was able to give her to plan for the next steps in her studies and career. Since Echavez had never mentored anyone outside of Latino culture, she enjoys learning from Xiong and helping her pursue her dreams. 20 AUGSBURG NOW and representatives of color, with no American Indians. “The legislature is making decisions every day that affect all Minnesotans’ lives,” Genia said. “If some groups are under-represented, … then life-changing decisions are potentially being made without taking into account the unique perspectives and cultural beliefs of these groups. “Until all races are represented in the halls of government, in the business world, or in the academic world at the same rate at which they’re represented in the general population,” he concluded, “we’ll need programs like Scholastic Connections.” Ⅵ (Left) Through Scholastic Connections, Chris Adams learned to connect with different kinds of people—something that helps him in his current real estate work, and as he prepares for a law career. Jim Genia’s (far left) work as an attorney and lobbyist provides the networking to assist Adams with internships and law school in planning for that career. SCHOLASTIC CONNECTIONS Mentees and Mentors interviewed for this story: CHRIS ADAMS ‘07 (sociology) Real estate broker Vilana Realty MELATEWORK WOLDEGEBRIEL ’05 (accounting) Moving back to Addis Ababa JIM GENIA ’87 (sociology) Lobbyist/Attorney Animiki LLC NORO ANDRIAMANALINA ’91 (English, religion) Program Adminstrator in The Graduate School and Faculty Fellow at the Center for Teaching and Learning, both at University of Minnesota XIA XIONG ’05 (sociology) Graduate program: Counseling and Student Personnel Psychology, University of Minnesota Intern—Multicultural Center for Academic Excellence, University of Minnesota ELOISA ECHAVEZ ’94 (computer science), ’98 M.A. Educational Leadership Executive Director La Oportunidad, Inc. MATHEW SHANNON ’04 (business, communication arts) Administrative Assistant Soft Computer Consultants CHAD JACKSON ’97 (elementary education) Account Executive Bluewater Direct WINTER 2006-07 21 Jesse Docken has enjoyed the companionship of four AIBO dog robots that he has used to help beginning students learn basic programming as well as to provide him challenges for more complex programming. F See AIBO walk … and sit … and wigg le its ears BY BETSEY NORGARD 22 AUGSBURG NOW our black-and-white dogs have taken up residence in Augsburg’s computer science lab, and sophomore Jesse Docken has become their keeper, trainer, and researcher. The dogs are called AIBO, for Artifical Intelligence roBOt, and were created by Sony Corporation in 1999. Designed as futuristic pet robots, thousands of them with price tags of $1,500-2,000 have been purchased and taught to play games, shake their legs, wiggle their ears, say their names, and let their owners know when they’re happy, angry, and bored. There is even a “four-legged league” of AIBOs that compete around the world in RoboCup, an international robotics competition. Last fall, computer science professor Karen Sutherland took the AIBOs to her Introduction to Computer Science, a course required for all computer science, mathematics, and management information systems (MIS) students. As far as robots go, the AIBOs are quite complicated crea- tures, capable of highly-advanced programming. Their best feature, however, is that their basic programming is relatively easy—much of it is self-contained and doesn’t require proficiency in a programming language. The task in the AIBO lab is for student teams of mostly freshmen and sophomores to write an easy program, transfer it to a memory card, plug it into the AIBO dog robot, and see if it goes through its routine correctly. “The code is easy to read because it uses commands that you would use for a real dog,” says sophomore Brietta Schluender. “When working with the code you are able to change the commands and numbers to see how the dog reacts; then you can easily conclude how the changes in the code make the dog’s actions differ.” The students turn on the switch and watch cautiously as their dog slowly comes to life. First a stretch, and then one, two, three, and four shakes of a paw—so far so good! After making several turns, AIBO ends with “an amazing amount of ear wiggles,” as one student describes it. Sutherland introduced the AIBOs into her class as part of a collaborative grant—with Berea College and the University of Minnesota—from the National Science Foundation. Her goal is to engage and attract more students, especially women and minority students, to computer science study. The AIBOs offer an easy way to teach the basics of programming and robotics while having fun. “It’s easy for the students to see how the AIBO reacts to their program, and it does cute things,” Sutherland says. “If they can see the program physically happen, they understand it better.” Docken, a computer science major, works with Sutherland in the class, lending a hand when students run into programming glitches or when the AIBO’s routine doesn’t work. In his own research, in addition to making the AIBOs perform various tasks, he has studied different means of programming to ascertain which methods are easier and harder. These results will inform how robots might be used in future class projects. He has enjoyed working with his new robotic pets. “I’ve been fascinated with learning how to make them do certain things, for instance, how to change which lights come on [to show emotional responses], how to make them walk, or how to make them play sounds to music.” Working with the AIBOs will help him move into more complex robotics. Docken’s primary interest is artificial intelligence (AI). “I’ve had a few ideas I’ve played around with,” he says, “and I hope to begin AI research to make algorithms that Sophomore Jesse Docken (second from left) helps junior David Yanagisawa and sophomore Alex Garver with their programming to make the AIBO dog robot perform its routine, while computer science professor Karen Sutherland looks on. Freshman Melissa Moberg (left) and sophomore Brietta Schluender joke with Docken about the tricks they can make the AIBO dogs perform. could provide a more sophisticated means of handling emotions and simulate primitive emotional responses to external stimuli.” This could be applied, he says, in many ways—to robotics for entertainment, e.g. AIBOs that can react in more real ways, to games where characters can respond to events, and to simulation. Docken has written a paper on his research that he will present at a regional conference in the spring. Sutherland is using his work plus student feedback from class labs at all three institutions involved in the NSF grant to develop a course curriculum that will appeal to a broad spectrum of students with varied career goals. And, yes, Docken says their AIBOs have been given names—Sirius, Snoopy, Scooby-Doo, and Spike. Ⅵ WINTER 2006-07 23 Polish-born Magdalena Paleczny-Zapp, associate professor in marketing, brings her experience as an international business consultant to her students in class. global MEET THE INTERNATIONAL FACULTY Associate professor Magdalena Paleczny-Zapp (management coordinator) was born and raised in Krakow, Poland, and taught in several European institutions before coming to Augsburg. Associate professor Amin Kader (international business coordinator) is from Egypt. A past president of the Islamic Center of Minnesota, he teaches Islamic Studies in addition to business. Before coming to the United States in 1970, associate professor and finance coordinator Ashok Kapoor worked at the American Embassy in his home country of India. He has brought this international experience into his Augsburg classroom since 1998. Master of Business Administration (MBA) director Bob Kramarczuk was born in western Ukraine. At the age of five, his family escaped and hid in the forest for five months keeping ahead of the front during World War II. His business Experience is a powerful teacher. In addition to study abroad programs, Augsburg’s business students have opportunities to experience global perspectives in their classrooms every day. BY BETHANY BIERMAN family was later shipped to a work camp in Bavaria before immigrating to the U.S. Associate professor Fekri Meziou, Tunisian by birth, has taught at Augsburg since 1987. “Having faculty of diverse backgrounds is important to the richness of the academic programming offered in our department,” says Meziou. “For instance, I am teaching an international marketing course that is approached from a globally diverse background. We analyze the challenges of marketing products and services in different regions around the world. This course can only be taught by someone who has traveled extensively and has immersed himself/herself during an extended stay in the life of the foreign countries.” “I grew up on a farm outside a small town,” says Jamie Schiller ’05, who currently serves as MBA program coordinator. “Most of my experience with diversity was through the business department.” Reflecting back on her undergraduate experience, Schiller remembers, “[Zapp] helped us understand global differences as well as learn to make culturally sensitive business decisions. … [Meziou] changed my life and drove me to seek out opportunities to broaden my perspective of marketing and business on a global level. He continuously brought cases to his courses that had global business challenges. … With the help of the business faculty, I was able to customize a study abroad program in England. … I have Associate professor Fekri Meziou brings case studies from his own cultural experience From his years of working at the American Embassy in India, associate professor to his international marketing course. Ashok Kapoor can teach finance, drawing on extensive knowledge of both cultural contexts. 24 AUGSBURG NOW Trading Places grown to appreciate international differences in other country’s beliefs, norms, and value sets.” “Students leave the place more openminded than the day they came,” Zapp asserts. John Cerrito, assistant professor and department chair, says, “The course descriptions are broad enough so faculty members can bring in their own flavor and expertise.” “In the current context of globalization,” says Kapoor, “my international experience comes in handy in all my classes, but especially in the international finance classes. My work experience overseas provides many examples to my students and helps them keep an open perspective leading to better decisions both professionally and in their personal lives.” Senior Dulce Monterrubio is a perfect example of this. She came to Augsburg from her hometown of Mexico City. She says, “It was Magda’s own experience as an international business consultant that made me understand that being an international student here at Augsburg was just the first step, but that successfully adapting to a second, third, or fourth culture would be what truly would make me the international educator/professional I wanted to become.” Monterrubio is using her cultural experiences, which include studying abroad in Spain, in her current role as a program assistant in Augsburg’s Center for Global Education. Along with representing differences in ethnic backgrounds, there is significant religious diversity represented in the department. “The department really does have an interesting diversity of faith expressions,” comments assistant professor Lee Clarke, who also happens to be a former ELCA minister. “For some, it’s very clear to students because of culture and nationalities. Ashok [Kapoor] is very upfront talking about his Hindu faith, and Amin [Kader] and others are Islamic. For others, it’s not as intentional… Because religion is so close to culture, it gives students a taste of some of the challenges in global business.” Cerrito agrees. “The College goes out of its way to be diverse. In 1983 when I came, I did not represent the faith, culture, or ethnic background the culture [of Augsburg] represents, and I’ve never been anywhere where I’ve felt more accepted.” (Cerrito is Roman Catholic and of Italian descent.) Kapoor says, “Both my cultural and religious background allows me to bring a very different perspective to issues of the day that we discuss both among colleagues and with our students.” Consider two college students in 1980—one, a student at the University of Minnesota; the other, studying at the University of Tunis. Both had the desire to see the world through a new culture. The two are allowed to exchange places through the International Reciprocal Exchange Program. After her time in Tunisia, the American returns to Minnesota; the Tunisian young man decides to stay in America to pursue his academic objectives. The two meet while serving as cochairs for a selection committee to choose and orient another student exchange. Years later, the two cross paths again, this time at Augsburg College, where they both now work. Their names? Regina McGoff, associate director of the Center for Global Education, and Fekri Meziou, associate professor of business. Meziou says the exchange “was a wonderful opportunity to share experiences and academic ideas with international students from a number of countries around the world… International exchanges enable students to immerse LAYER IN CORPORATE EXPERIENCE A different kind of culture—corporate culture—is also something faculty add to the international mix. Prior to coming to Augsburg in 1995, David Schwain, assistant professor, served on Assistant professor Lee Clarke combines both his cor- themselves in the cultural, social, political, and economic life of another country. The learning outcomes are tremendous and the personal growth opportunities are immeasurable.” It’s a small world, after all. porate perspectives from software design and programming with his background as a Lutheran minister in Augsburg’s MIS classes. WINTER 2006-07 25 ALUMNI NEWS From the Alumni Board president … Greetings fellow Auggies, As I write this, fall is settling in and the transition to winter is in the air. Homecoming week was a great set of events—I hope you could attend some of them. I particularly enjoyed the opportunity to learn more about our Distinguished Alumni and Spirit of Augsburg and First Decade awardees. Their recollections of what life was like at Augsburg 30-40-50 years ago reminded me of how much has changed and is changing around us all the time. Homecoming also set a great stage for President Pribbenow’s inauguration. I was honored to represent the alumni in the Inauguration Ceremony and the four days of events surrounding it. The theme of AGES—Abundance, Generosity, Engagement, and Service—is one we can all be proud of and take part in as we live our lives in service to the broader world. If you want to learn a little more about Augsburg’s year of transition I highly recommend the inauguration webpage, www.augsburg.edu/inauguration, and the President’s office page, www.augsburg.edu/president. By the time you read this, Advent Vespers, Christmas, and the new year have come and gone, and before too long, Easter will arrive. Then, in May, another commencement arrives. I’m starting to deeply appreciate my grandmother’s insight when, at 90, she told me that the years never seem to go by more slowly. It’s always faster and faster. As your new year unfolds, I wish you all the best in your transitions. Barry M. Vornbrock ’96 MAL Alumni Board President 28 AUGSBURG NOW Auggies at the State Capitol Alumni calendar Congratulations to the following Auggies who were elected to the Minnesota Legislature in November: February 20 Alumni Board meeting— 5:30 p.m., Minneapolis Room, Christensen Center Sandy Wollschlager ’94 (DFL), elected to her first term in House District 28A, representing Cannon Falls and Red Wing March 14 Join members of the Alumni Board Events Committee to volunteer at Augsburg’s Campus Kitchen from 7-9 p.m. For more information or to sign up as a volunteer, contact Liz Pushing at lpushing@provplace.com. Learn more about Campus Kitchen in the GET INVOLVED section at www.augsburg.edu/alumni. Diane Loeffler ’75 (DFL), elected to her second term in House District 59A, representing Northeast Minneapolis Rod Skoe ’77 (DFL), elected to his second term in Senate District 2, representing Northwest Minnesota. He had previously served two terms in the Minnesota House of Representatives. Sport an Auggie license plate Auggie license plates are available from the Minnesota Department of Transportation for a $10 plate fee and a minimum annual contribution of $25 when renewing registration. The plates can go on passenger class vehicles carrying not more than 15 persons; this includes pickup trucks and vans with a three-quarter-ton or less gross weight and one-ton passenger vans. For information, go to www.dps.state.mn. us/dvs/PlBrochure/CollegiatePla tes.htm. April 17 Alumni Board meeting— 5:30 p.m., Minneapolis Room, Christensen Center Check the online calendar at www.augsburg.edu for a complete schedule of campus events. Send in your nominations Is there someone you believe is deserving of a Distinguished Alumnus/a, Spirit of Augsburg, or First Decade award? Nominations are being received by the Alumni Relations Office from now until March 1. For instructions about nominating and the nomination form, contact Becky Taute at 612-330-1085 or tauter@augsburg.edu. The forms are also available on the alumni webpage at www.augsburg.edu/alumni. Please consider making a nomination! Centennial Singers head to the Southwest Following a successful series of concerts in Florida in 2006 and their annual fall concert season in Minnesota, the Augsburg Centennial Singers will reprise their 2005 tour in Arizona in February 2007, with additional concerts in Nevada and Utah. Directed by Alfred (Al) Reesnes ’58, the Singers reflect the gospel quartet tradition at Augsburg. Formed in 1993 to commemorate the 100th anniversary of the first Augsburg gospel quartet that traveled to Norway, the Singers have toured Norway twice, most recently in 2001. “Seeing alumni and other friends of Augsburg is a wonderful part of the touring,” says Reesnes. “Our guys love to sing songs of praise and we are looking forward to returning to the Southwest.” Also featured in the concert are songs by a quartet, led by Paul Christensen ’59, and including Norm Anderson ’60, Paul Mikelson ’70, and Jon Lueth, husband of alumna Marilyn (Buschbom) ’71. This group recalls Augsburg’s strong gospel quartet tradition over many years. In addition, a second quartet now presents songs from a more Southern gospel tradition. February concerts/appearances February 6, 7 p.m. Eccles Concert Hall, Dixie College, St. George, Utah February 7, 7 p.m. Community Lutheran Church, 3720 Tropicana Ave., Las Vegas, Nev. February 8, 7 p.m. Spirit of Grace Lutheran Church, 15820 Clearview Blvd., Surprise, Ariz. February 9, 7 p.m. Vista de la Montana United Methodist Church, 3001 E. Miravista Lane, Tucson, Ariz. Alumni reception, 6–6:45 p.m. February 10, 4 p.m. Chaparral Christian Church, 6451 Shea Blvd., Scottsdale, Ariz. February 11, 8:30 and 10:30 a.m. Worship Services at American Lutheran Church, 172 Del Webb Blvd., Sun City, Ariz. Alumni reception between services. February 13, 7 p.m. Shepherd of the Hills Lutheran Church, El Lago Blvd. and Fountain Hills Blvd, Fountain Hills, Ariz. Alumni reception, 6–6:45 p.m. February 14, 7 p.m. King of Glory Lutheran Church, 2085 E. Southern Ave., Tempe, Ariz. Alumni reception, 6–6:45 p.m. A special highlight in the concerts of the Centennial Singers, who number more than 50, is a smaller group of four who keep alive Augsburg’s longstanding gospel quartet tradition. (L to R): Jon Lueth, Paul Christensen ’59, Paul MIkelson ’70, and Norm Anderson ’60. February 15, 7 p.m. Pinnacle Presbyterian Church, 25150 N. Pima Rd., Scottsdale, Ariz. NOTE: Augsburg President Paul C. Pribbenow will be the guest preacher at services on Feb. 17 and 18 at the American Lutheran Church in Sun City, Ariz. (see address above): Sat., Feb. 17—4 p.m. Sun., Feb. 18—8:30 and 10:30 a.m., with a coffee reception between services. For information, contact the alumni relations office at 612-330-1085. Join the Augsburg Online Community It’s designed just for you— • Keep in touch with classmates • Find out what’s happening on campus • Send class notes about what you’re doing • Change/update your address and e-mail • Update your profile so others can find you • Make an online gift to Augsburg It’s fast and easy. Already, more than 500 alumni have registered. Simply go to www.augsburg.edu/alumni—have you signed up? If you have questions, e-mail healyk@augsburg.edu. WINTER 2006-07 29 HOMECOMING 2006 Homecoming 2006 brought students and alumni together in record numbers. Fireworks at the pep rally pumped up the crowd, and seniors Grant Hemmingsen and Sari Gallagher were crowned Homecoming King and Queen. While the football game against Concordia-Moorhead went into overtime, the Cobbers edged out the Auggies, 34-28, for the win. 30 AUGSBURG NOW WINTER 2006-07 31 HOMECOMING REUNIONS Class of 1956 (L to R) ROW 1 (front): Dorothy (Floistad) Benson, Carolyn (Lower) Bliss, Elizabeth (Mortensen) Swanson, Chris (Munson) Main, Ron Main. ROW 2: Augsburg president Paul Pribbenow, Louise Jones, Laurayne (Helgerson) Solberg, James Nordling, Bonnie (Bieri) Vaagenes, Marilyne Dahl, Wanda (Warnes) Olson, Farolyn (Johnson) Gehring, Ruth (Borchardt) Ysteboe Engelstad, Hans Dumpys, John Haynes. ROW 3: Ted Berkas, Harvey Lundin, Roger Ose, Chuck Evavold, Glen Thorpe, Jim Pederson, Harold Stoa, Rodney Erickson, Tom Hofflander, Tom Benson, Chuck Howard, Tom Hoversten. ROW 4: Bob D. Larson, Bob Gjengdahl, John Thompson, Bill Anderson, Ardell Moen, Richard Thorud, Gary Fitch Class of 1966 (L to R) ROW 1 (front): Sylvia (Steinbeck) Torstenson, Lila (Lee) Salls, Mary Lynn (Larson) Leff, Rhoda (Lindekugel) Vandervoort, Grace (Estenson) Fladeboe, Judith (Erickson) Coppersmith, Jeanne (Wanner) Morreim. ROW 2: Karen (Torkelson) Leverentz, Douglas Johnson, John Andreasen, Beth Torstenson, Karen Johnson, Kathleen (Davis) Jacobsen, Kay (Swensson) Cerkvenik. ROW 3: Kathryn (Wall) Johnson, Sharen (Muehlenthaler) Schornstein, Vernice (Ring) Bishop, Karen (Langseth) Oelschlager, Marcia (Thimsen) Noble, Susan (Joesting) Propst, Joan (Alden) Blomlie. ROW 4: Jerry Maas, Maggi (Ahlson) Tjaden, Judith (Erickson) Pittelkow, Kathleen (Kalpin) Franson, Heidi (Degen) Shurtleff, Ed Huseby, Richard Mork, Allan Kristenson. ROW 5: Kathleen (Popp) Boggess, Joy Klemp, Smokey (Wyckoff) Nielsen, Gracia (Nydahl) Luoma. 32 AUGSBURG NOW Class of 1981 (L to R) ROW 1 (front): Ruth Muschinski, Karla (Morken) Thompson, Janna (Wallin) Haug, Mary Beamish, Molly Olson-Blomgren. ROW 2: Susan (Dahlgren) Sackrison, Kirsten Schwappach, Maureen Webster, Kristine Johnson, Gaynelle (Webb) Buckland, Leann Rock, Barbara Gilbert, Janis (Blomgren) Aune, Naomi (Christensen) Staruch. 35th Anniversary of Metro-Urban Studies Alumni enjoyed reuniting with former faculty and classmates at the 35th anniversary of Augsburg’s Metro-Urban Studies program. Paula (Brookins) Pentel ’78, warmly greets Fran Torstenson, with professor emeritus Joel Torstenson ’38 looking on. In the background, professor emeritus Myles Stenshoel talks with Bruce Shoemaker ’81. WINTER 2006-07 33 CLASS NOTES 1942 Chester and Ebba (Johnson) Brooks, Duluth, Minn., celebrated their 60th wedding anniversary in June at Gloria Dei Church in Duluth, surrounded by family and friends. After more than 32 years with the National Park Service, they moved to Duluth in 1983. campuses, when the church grew from 525 to 7300 members. He and his wife, Bonnie (Bieri) ’67, have four children, five grandchildren and two great-grandchildren. 1957 Jeanette (Olson) Locke, Inver Grove Heights, Minn., has been awarded a grandfather clock after 35 years of service as an H&R Block employee. She and her husband, Peter ’60, have lived in both St. Paul and Scottsdale, Ariz. children, reading, and golfing. Lois is director of nursing at the Burnett Medical Center. Lowell “Zeke” Ziemann, Phoenix, Ariz., met up with fellow Auggie Hall-of-Famer Lute Olson ’56 at the booksigning for Olson’s new autobiography, Lute! The Seasons of My Life. Olson is head basketball coach at the University of Arizona. 1968 Janet Letnes Martin and Suzanne (Johnson) Nelson were awarded the Gold Pen Award by Metro Lutheran newspaper at their annual dinner in October, recognizing distinguished service to Christ and the church through significant contribution to public communication. Their book, Growing Up Lutheran, is the basis for the currently-running play Church Basement Ladies. In August, Janet suffered the loss of her husband, Neil, who died following a four-year battle with cancer. 1959 1943 The Rev. LuVerne “Red” Nelson, ’46 Sem, New Hope, Minn., celebrated the 60th anniversary of his ordination as a Lutheran pastor on August 4. He served parishes in North Dakota, Minnesota, and Wisconsin. Red was married to Grace (Carlsen) ’45 and established a scholarship for voice students in her memory. He also set up a scholarship for tuba players. Gail Castor, Redwood Falls, Minn., played one season of Auggie football while a student. In the Homecoming alumni football game this year, as the oldest player on the field at age 75, he made two plays towards the end of the game, one of which ended in a touchdown. His efforts were showcased on several local television stations as well as in ESPN’s Top Ten Plays of the Day. He has every intention to play again next year. 1948 Jeroy Carlson, Burnsville, Minn., celebrated his retirement on September 30 after 44 years of service and was honored at a reception in October. (See page 3.) 1951 1960 The Rev. Morris Vaagenes, Shoreview, Minn., recently published Baptism: God’s Activity of Grace at Kirk House Publishers. For 38 years, he served as the senior pastor at North Heights Lutheran Church and played an active role in the development of the Roseville and Arden Hills The Rev. Myron Carlson, Grantsburg, Wis., celebrated his retirement after 37 years as the pastor of Grantsburg Faith Lutheran Church. He also served congregations in Clayton, Wis., and rural Clear Lake. Myron is looking forward to traveling with his wife, Lois, visiting their three 34 AUGSBURG NOW 1976 Jane Stritesky, Georgetown, Ky., has taken a new position at Northern Elementary School as elementary music specialist for grades K through 5. She also coordinates after school courses in choir, piano, and guitar. 1963 Carol Ann (Erickson) Zwernik, Minnetonka, Minn., was named the Evangelical Lutheran Church in America’s 2006-07 Director of the Year, an award based on professional achievements and work in implementing programs for students, their families, the congregation, and community. She is the pre-kindergarten director at Calvary Lutheran Church. 1979 Linda Sue Anderson, Minneapolis, received rave reviews in the Star Tribune for her performance as Big Mama in Tennessee Williams’ Cat on a Hot Tin Roof at the Minneapolis Theatre Garage. The show sold out in July and was extended into September. 1982 Diane (Peterson) Kachel, Woodbury, Minn., has become assistant director for the newlyestablished Center for Lung Science and Health at the University of Minnesota. For nearly 25 years she has been actively engaged in lung-related research and administration across the academic industry and government sectors. In her new role she will focus on lung research, education, and public service for the prevention and treatment of lung cancer. 1985 1991 Tom Terpening, Minneapolis, appeared on TV’s Deal or No Deal. Unfortunatly, he didn’t win the big money, but says he and his family enjoyed a wonderful four days in Hollywood for the taping. Betty Christiansen, La Crosse, Wis., became a published author this fall. Her book, Knitting for Peace, contains stories about charity knitting organizations around the United States, selfhelp knitting groups in countries recovering from war, and other folks who are using knitting to help others around the world. She hopes the book will inspire others to pick up their needles and knit one of the 15 projects in the book for someone in need. 1986 Debra Balzer-Plagemann, Roanoke, Va., and her husband, Rob, welcomed a new daughter, Sophia, in August. Lisa Baumgartner, Sycamore, Ill., recently received tenure and promotion at Northern Illinois University to associate professor in the counseling, adult, and higher education department. 1987 Barbara Blomberg, Princeton, Minn., is one of four people inducted into the Princeton High School Activities Hall of Fame this year. She teaches in the Princeton district and served several years as the head volleyball coach. Patricia (Noren) Enderson, Elk River, Minn., recently joined Deloitte Services LP, a division of the Deloitte & Touche LLP firms, as a marketing manager. She can be reached at pjend@aol.com. 1994 Michelle (Eaker) Steever, Cranston, R.I., and her husband, Frank, welcomed a son, Gavin, on July 27. He joins big sister Genevieve, 2. “PSI House Girls,” graduates of 1982 and 1983, celebrate a girls’ getaway weekend in June at Izatys Resort. (L to R) Lisa (Salmonson) Weatherhead, Marlene (Sorensen) Carr, Cindy (Winberg) Sisson, Janice (Haselhorst) Hostager, Linda (Dibos) Graslewicz, Terry Swanson (U of M graduate), Kris (Alexander) Korby, Jean (Lucas) Horton, Terese (Borgstrom) Almquist. Auggies at Jellystone 1989 Mark Limburg, St. Paul, has been published by Concordia Publishing House of St. Louis, Mo., for his piano arrangements, which have appeared in many collections. Carols for Piano is his 12th published piece. Mark has been named of one “Today’s Top Writers” and “Today’s Top Arrangers.” In 1999, he toured England with David Soul and Hugh Burns, the guitarist for Paul McCartney and George Michael. Mark is currently completing a CD of original contemporary compositions. You can email Mark at rachoven63@aol.com. This group of Auggies (Classes of 1995, ’96, and ’97) and their families celebrated their ninth annual summer outing at Jellystone Park in Warrens, Wis. All living in the Twin Cites, they are able to get together often and continue to add “future Auggies” to the clan. Their shirts read, “First Annual Auggie 5K Walk, Run, & Crawl.” (L to R) Jodi Monson ’96, Gene Louie ’95, Dave and Natasha (Solberg) ’96 Sheeley and daughter Kaia, Brian ’95 and Jennifer (Cummings) ’96 Ackland and children Ellie and Lucas, Brittany (Lynch) ’96 and Mike Jakubiec, Brooke (Manisto) ’96 and Erik ‘97 Reseland and daughter Elsa, Tom Shaw ’95 and Stephanie Harms ’96 and daughter Madeline, Nate Markell (fiancé of Jodi Monson), Dylan Nau ’97 and Wendy Laine ’96 and daughter Lydia, Andy and Connie (Arndt) ’96 Clausen and children Adam and Aaron. WINTER 2006-07 35 CLASS NOTES Kari (Schroeder) Prescott, Minneapolis, and her husband, Scott, welcomed their second child—a son, Soren Theophilus. He was born on June 28 and joins big brother Simon, 6. Kari is a physician with a private practice downtown and Scott is a middle school music teacher in Chaska, Minn. 1995 Tiffany Lynn (Peterson) Garzone, Rocky Mount, N.C., and her husband, Steven, have adopted their first daughter, Natalie, from China in May 2005. Tiffany and Steven are both chiropractors and business partners at Rocky Mount Chiropractic. 1999 Devean George, Dallas, Tex., signed a two-year contract worth $4.2 million with the Dallas Mavericks. In his first three years in the league, he became the seventh player in the NBA to win three championships. He leaves the Los Angeles Lakers to join the Mavericks. Victoria Sadek, New Brighton, Minn., teaches Honors Humanities, 20th-Century American Literature, and Creative Writing in the English Department at Mounds View High School. She also directs the fall and spring plays and just finished a production of It’s a Wonderful Life, presented as a radio broadcast, complete with sound effects. For it, marketing students created real “commercials” for local businesses that benefited the theatre program. Torma-Agrimson Wedding Jenell Torma ’00 married Erick Agrimson ’98, on May 20 at Hoversten Chapel. Jenell is currently a training facilitator at East Suburban Resources in Stillwater and Erick is an assistant professor in the Department of Physics and Sonography at the College of St. Catherine in St. Paul. The couple lives in Roseville, Minn. (Front row, L to R) Prof. Mark Engebretson, Prof. Ken Erickson ’62, Drew Monteith ’99, Kevin Wipf ’98, and Larye Pohlman ’98. (Middle row, L to R) Matt Klatt ’01, Justin Walker ’98, Jenell Torma ’00, Erick Agrimson ’98, and Eric Klatt ’98. (Back row, L to R) Kaydee Kirk ’98, Jessica Rivera ’01, Rachel Oldfather ’02, Conie Borchardt ’98, Jennifer Warner ’98, Katie Bodurtha ’99, Lois Bordurtha ’73, Lois Agrimson ’60, and Melissa Pohlman ’00. 2001 Leah Carlson, Minneapolis, has recently moved to Chicago, Ill., to become operations specialist for Dominium Inc. Because the company has properties in 14 different states, she will be traveling most of the time. Bonner-Pavelka Wedding Jessica (Norman) Hafemyer, Northfield, Minn, and her husband, Eric, welcomed a daughter, Lauren Ann, on October 15. Lauren weighed in at 9 lb., 4 oz. and is 22 in. long. 1996 Anna (Lalla) Johnson, Shoreview, Minn., and her husband, Todd, welcomed a daughter, Kate Morgan, on July 28. She joins big brother Evan, 4. 36 AUGSBURG NOW Rachel L. Oldfather, Fargo, N. Dak., graduated from Luther Seminary in May with a Master of Divinity degree and was ordained June 10. She is now serving at Trinity Lutheran Church in Moorhead, Minn., as part of the Transition into Ministry Program. She can be reached at: Rachel@trinitymhd.org. Lindsay Bonner ’02 married Matthew Pavelka ’02 on August 27, 2005, at First United Methodist Church in Dallas, Tex. Matron of honor was Solveig (Grafstrom) Harren ’02, and best man was Jacob Pavelka. Beth Scott and Sara Seekins ’02 were bridesmaids, and groomsmen were Jason Pavelka and Devin Fitzsimons. Flower girl was Madison Pavelka. Ushers were Ryan Bonner ’08, Matthew Brutsche ’00, and Andrew Gordon ’02. Matthew is a first-year medical student at the University of Texas Medical Branch in Galveston, Tex., and Lindsay is a voice teacher on faculty with the Galveston Island Arts Academy, and is currently performing in the East-End Theatre Company’s production of The Full Monty. Emily Maeder (left) Beatrice and Benedick Deanne McDonald ’04 played the feuding Beatrice to Andrew Kraft’s Benedick in Much Ado about Nothing, a production of the Traveling Players, a troupe formed by McDonald. (far left) Monster of Phantom Lake (L to R) Josh Craig (as Professor Jackson) and Deanne McDonald (as Elizabeth), in a scene from The Monster of Phantom Lake (2005). Actor, director, costume designer Deanne McDonald graduated in 2004 with a degree in theatre arts. In the not-quite-three years since then, she has appeared in a surprise hit indie b-movie; started her own acting company, starring in its premiere production; and directed her high school alma mater’s theatre productions—in between other theatre projects and working a full-time job. A year ago, after enjoying several summer stints with Shakespeare & Company, an outdoor repertory theatre in White Bear Lake, McDonald decided to form her own theatre company. She loved doing Shakespeare outdoors, where she says if feels “larger than life,” and, along with her sister and a group of fellow Shakespearean actors, she put together a company. Its name, the Traveling Players, comes from the description for Shakespeare’s own actors who took their productions on the road when the theater closed to stop the spread of the London plague. For their premiere production McDonald and the Traveling Players chose Much Ado about Nothing, which translates well for a small cast and is quite portable. McDonald served as producer and costumer, and acted the role of Beatrice. The play was performed last August and September in Como Park, Eagan, and Burnsville, with some of their rehearsing done at Augsburg in Murphy Square. The Traveling Players’ interpretation of Much Ado about Nothing included pop music and contemporary costumes, like camouflage fatigues for Benedick, returning from war. The production was limited to an hour, with minimal sets and an informal, intimate outdoor setting—all trying to more closely approximate the experiences of Shakespeare’s own audiences. The turnouts were big, and even without charging admission, the costs for the production were covered through donations. McDonald’s most unexpected recent acting success, however, has come in a low-budget, ’50sstyle fake horror movie, The Monster of Phantom Lake, created by writer/director/producer Christopher Mihm in homage to his father’s love for the genre. McDonald plays one of five high school seniors enjoying a camping trip together in celebration of their graduation. They fall victim to a horrific, slimy monster—in reality, a deranged war veteran hermit who mutated into a monster from the nuclear waste that had been dumped into the lake. The movie was the realization of Mihm and co-producer and star Josh Craig’s lifelong dream to produce a movie. With a digital camera, at a cost of $1,500, they brought back the experience—in black-and-white—of movie-goers during the 1950s who watched an array of cheesy horror b-movies. McDonald joined the cast after responding to Mihm’s online notice seeking actors for the fake horror movie, and filming began in the woods around the Twin Cities. The film debuted in March 2006. Since then, The Monster at Phantom Lake has been accepted to numerous film festivals across the country, won a number of independent film awards, and continues to grow a cult status and play to sold-out audiences. Last fall the film traveled with care packages to Iraq and was shown on Halloween to soldiers at the air base. Already Mihm has a sequel in production, in which McDonald has a cameo role. McDonald’s most recent project, as a part-time gig, was direction of Look Homeward, Angel at Henry Sibley High School, her alma mater, in Mendota Heights, Minn. On the production team also was a fellow Auggie, set designer Justin Johnson ’06. In the spring, McDonald returns to Sibley to direct The Boyfriend. Last year McDonald’s work also included another stage appearance in Wind in the Willows, with New Breath Productions, a musical theatre learning collaborative. Even with a busy theatre schedule, McDonald works full time at TMP Directional Marketing, an ad agency. She says the acting experience enhances her work there, especially in role-playing techniques she uses for sales training. For information on upcoming screenings of The Monster of Phantom Lake featuring Deanne McDonald, go to www.monsterofphantomlake.com. —Betsey Norgard WINTER 2006-07 37 CLASS NOTES Laura Waldon and Emily Brinkman were married on Sept. 2 at the Inn at Castle Hill in Ipswich, Mass. Emily graduated from Northeastern University in Boston in August with a Master of Science degree in Physician Assistant Studies. Laura is currently obtaining her Master of Fine Arts degree in creative nonfiction writing from the University of New Hampshire, where she teaches First-Year Writing and is the director of the Online Writing Lab. The couple lives in Salem, Mass. Linnea Mohn, Minneapolis, and her team, including David Gillette and Rich Kronfeld from the Comedy Central TV show, Let’s Bowl, won this year’s 48Hour Film Festival. Their seven minute short film Dangerous Proximity was completed from inception to delivery in 48 hours. The film can be viewed at www.youtube.com. Fellow Auggies in the wedding party included Andi Slack ’07, Becky Welle ’05, Amy Mackner ’04, Sarah Schultz ’04, Angela Van Binsbergen ’05, Jon Fahler ’03, T.J. Bramwell ’03, Sam Gross ’03, Paul Amundson, Nick Slack ’02, and Joe Holman ’04. 2004 2003 Cherie Christ, Minneapolis, has been promoted to director of electronic communications at Augsburg and is working over the next six months on a major study and redesign of the Augsburg website. Danielle Slack ’04 married John Tieben ’03 on July 9, 2005, at St. John Lutheran Church in Belle Plaine, Minn., and spent their honeymoon in Kauai, Hawaii. Pastors Dave Wold and Mark Johnson officiated at the wedding. Danielle is a third-grade teacher in the Edina Public School District, and John will graduate in May from the University of Minnesota School of Medicine. They live in St. Louis Park, Minn. 38 AUGSBURG NOW Kelly Chapman, Willernie, Minn., received the Fashion Design Award for Outstanding Fashion Design Student. As one of only 10 designers to participate in the Advanced Fashion Design Program for the 2006-07 school year, her first collection will debut at “FIDM’s Fashion Gala” in February 2007. Chad Darr, and his wife, Krista, welcomed their first child, a daughter, Addison Lynn, on Sept. 8. Addison weighed in at 6 lb., 6 oz. and was 19 3/4 in. long. Sara Kamholz, Maple Grove, Minn., and her husband, Chad, welcomed their first child, Sophia Lyn, on Oct. 19, weighing in at 8 lb., 7 oz. and 20 1/2 in. Katie Scheevel, Las Vegas, Nev., recently began teaching third grade at Stanford Elementary School. She can be contacted at spicerisnicer24@yahoo.com. 2006 Justin Johnson, was set designer for the fall play, Look Homeward Angel, at Henry Sibley High School in Mendota Heights, sponsored by the Henry Sibley Drama Club. He has recently completed other sets, including productions for Irondale High School and In the Basement Productions. He’s pictured here with fellow Auggie Deanne McDonald, who directed the play. See page 37 for more on Deanne. 2005 Katarzyna (Pruchnik) Niles, Isanti, Minn., and her husband, Joe, welcomed their first child, daughter Helena Violet on July 14. She weighed in at 7 lb., 12 oz. and is 22 in. long. Graduate Programs Barry Vornbrock ’96 MAL, and his husband, Ernest Lewis, recently relocated to Palo Alto, Calif. Barry accepted a position with Stanford Univeristy Medical Center as the director of IT Systems Planning-Ambulatory Care. Besides leading the technology efforts to implement a new electronic health record, he will also help Stanford Hospital and Clinics develop a future vision of their technology needs as they grow their ambulatory (walk in and walk out the same day) services. In Memoriam Stella (Pederson) Eiermann ’30, Pacific Palisades, Calif., age 98, on May 31. The Rev. Clifford M. Johnson ’34 (’30 Acad, ’39 Sem), Bloomington, Minn., age 95, on Oct. 12. He was a Distinguished Alumnus and served Augsburg as a fundraising leader, regent and board chair, and director of development. Abner B. Batalden ’35, Hanover, N.H., age 98, on Jan. 18. He traveled and worked many years for the Lutheran Church and Lutheran World Relief, in social service agencies and with refugee affairs. At Augsburg he served as director of alumni relations and as a fundraiser; he was a Distinguished Alumnus. Wilhelm (“Bill”) Helland ’35, Spicer, Minn., age 91, on Feb. 16. Harold E. Mork ’38, Whittier, Calif., on Nov. 24, 2005. The Rev. Ormande Gordon Tang ’41, Arden Hills, Minn., age 86, on July 14. The Rev. Carl J. Carlsen ’43 (’46 Sem), Gig Harbor, Wash., age 85, on Sept. 3. The Rev. Gerhard (“Giggs”) Bretheim ’46 (’51 Sem), Edina, Minn., age 78, on July 21 from cancer. Roald Nokleberg ’47, Duluth, Minn., age 84, unexpectedly on Oct. 12. Mae Luhn ’50, Crossville, Tenn., age 82, on July 22 after a long illness. Aileen Okerstrom ’50, Shoreview, Minn., age 78, on Sept. 16. Morris G. Jespersen ’57, Little Canada, Minn., age 76, on Feb. 8 after a long battle with cancer. Jack R. Norman ’59, Pennock, Minn., ate 73, unexpectedly on Aug. 6. Gerald L. Peterson ’61, Owatonna, Minn., age 66, on Sept. 1. SEND US YOUR NEWS AND PHOTOS Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to alumni@augsburg.edu. You can also submit news to the Augsburg Online Community at www.augsburg.edu/alumni. Full name Philip M. Dyrud ’64, Newfolden, Minn., age 67, on Sept. 18. Maiden name Carolyn (Hove) Dyrud ’65, Maple Grove, Minn., age 62, on Sept. 24, 2005, from cancer. Street address John A. Bruntjen ’68, Wayzata, Minn., age 63, on Nov. 3 from cancer. Is this a new address? ❑ Yes ❑ No Michael Manz ’70, Spokane, Wash., age 58, on Nov. 1 of a heart attack. E-mail Mark J. Zachary ’83, Savage, Minn., age 45, unexpectedly on July 22. Employer Kathrynn Mae Powell ’01, student in the Master of Arts in Nursing program, Rochester, Minn., age 47, on Oct. 22 following an accident. Work telephone Jason B. Mulligan ’02, St. Paul, age 28, on Aug. 18 of ALS. Spouse’s name Class year or last year attended City, State, Zip Home telephone Okay to publish your e-mail address? ❑ Yes ❑ No Position Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No If yes, class year Maiden name Luverne (“Vern”) Carlson, Edina, Minn., age 86, in July. Your news: Robert Clyde, Crystal, Minn., age 79, on Jan. 9. He was associate professor and institutional research analyst at Augsburg for 31 years until he retired in 1998. WINTER 2006-07 39 Stu Stoller, professor of accounting, maintains active ties with universities in Poland and the Czech Republic, where has collaborated to develop curriculum, teach seminars, and establish a small-business incubation center. a national promotion board that oversaw the “Got Milk” advertising and promotion program. His industry experience amplifies business theory in the classroom. Professor Stu Stoller owned his own CPA practice before going through what he calls “a mid-life change in careers.” Prior to joining Augsburg, Assistant Professor Marc Isaacson worked at Innovex Inc. in Maple Plain in various quality/engineering roles, including the launch of Flex Suspension Assemblies into high volume manufacturing. This took him to Asia frequently as he dealt with issues in global engineering, development, and customer service. Nora Braun joined the department in 1997 with 20 years of information technology industry experience, most recently with Electronic Data Systems and National Car Rental. Clarke was introduced to Augsburg when Braun, a colleague, informed him of an opening in Management Information Systems (MIS). Clarke had worked for the EDS 26 AUGSBURG NOW Corporation and National Car Rental System, Inc., where he served as a software development manager, senior programmer/analyst, and project leader. “I brought with me a corporate culture, but it was not long before it became obvious that it was very different here.” All of this gives students a better idea of what to expect in the “real” world. Ana Chilingarishvili, a senior international relations major from the country of Georgia, says, “Professor Zapp shared with us all kinds of experiences she has had in her professional career which enhanced my understanding of the concepts covered in the textbook and showed how they can be applied to real-life situations.” “It’s paramount that you do what you teach,” says Stoller. “It’s one thing to be an academic and understand the philosophy and the theory, but people become practitioners when they graduate from here, so they need to understand the rules of practice. One of the things that experience does is to give you that practical experience… [What] I think I give to students that they enjoy are my stories of what is out there in the trenches of the world.” GIVE CREDIT WHERE DUE Cerrito credits the character of the business department to Amin Kader, who founded it (formerly it was combined with economics) and served as department chair for 16 years. “Faculty are here because of Amin’s leadership and drive. He was very successful at establishing a culture where all members of the department are treated with dignity and respect.” “When I interviewed here, Amin Kader was the chair at the time,” recalls Stoller, who grew up in a Jewish New York City family. He remembers his family telling him, “‘You mean you’re teaching in a Lutheran school, and your boss is Egyptian?’ They said, ‘Boy, you’re in trouble.’” “When I got here [in 1990] and saw the amount of diversity in the department, I wondered if we would all work well together,” remembers associate professor Lori Lohman, who is a self-described Midwestern Protestant. “In a short period of time it became apparent to me that this would be the best place I would ever work. My coworkers are exceptional. We support each other. We respect and value our differences.” “For me, it would be hard to work in a department where only one culture was represented,” says Zapp. CREATE INTERNATIONAL EXPERIENCES The business faculty have actively crossed borders for their teaching and research— especially in Central and Eastern Europe. In 1991, following a trade exhibition in Pozan, Poland, Cerrito went to Warsaw and met the vice-mayor of the city of Lublin, who was also a professor at Catholic University. “He invited me to visit the campus and meet with professors. That really started [Augsburg’s] relationship with Catholic University and working with Solidarity, the free trade movement, and privatization issues. I then brought in Amin [Kader] and Stu [Stoller].” Cerrito and Kader were invited by Catholic University’s dean to develop management degree programs and work with the university’s faculty to assist them in privatizing state industries. Cerrito and Kader were also asked to serve as guest lecturers. In 1996, Stoller was invited to Catholic University to set up curriculum and to teach a seminar for financial auditing. “My grandfather came from Poland, from Krakow, and so I figured I could visit on the way… I knew nothing about Poland. The only thing I knew were the black and white newsreels from World War II… I thought Poland was black and white.” Stoller later returned to Catholic University to set up curriculum and teach sem- inars in Audit, and Mergers and Acquisitions. “I learned a lot about different perspectives, different point of view. It took me out of my comfort zone and really gave me an education,” Stoller recalls. “But I figured, this cannot end here, so I asked my colleagues here [at Augsburg], if they had any connections in central Eastern Europe.” It turned out that business/MIS professor Milo Schield’s son was teaching in the Czech Republic. He connected Stoller with the associate director of intercultural studies at Palacky University in Olomouc, Czech Republic. Stoller’s offer to help resulted in his “thumbprint” on the Czech professor’s financial project over the Internet. This led to a sabbatical, during which time Stoller created an incubation center for small business in the community. Stoller then created a course for Augsburg students, “The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy,” which integrated history, culture, and economics. In January 2001, he took 17 students to the Czech Republic for the first time. Students met with business leaders, workers, and citizens to discuss the impact of the privatization process and the development of capitalist enterprises in the ex-communist country. The course has evolved since 2001, but Stoller continues to lead student groups to the Czech Republic. Stoller was later invited to set up a similar program in Prague. Stoller has taken students there in 2003 and 2005 and will return this year. “Nothing can change you in three weeks as fast as an experiential education,” Stoller asserts. “Four years of college don’t change you as much as three weeks in Prague.” MAKE WIDER CONNECTIONS In the mid-’90s, a connection with Russia was established when Cerrito joined with political science professor Norma Noonan to present lectures at and facilitate an exchange of professors with the State Academy of Management in Moscow. In May 2004, President William Frame and Zapp visited the University of Ljubljana, Slovenia, to rekindle an exchange program with Augsburg. Several other business faculty, including Clarke and Kader, have also visited Slovenia. The department has hosted four professors and the country’s prime minister, Dr. Janez Drnovsek. On that same trip, Frame and Zapp also visited Krakow University of Economics, Zapp’s alma mater. A year later, an exchange agreement was signed between Augsburg and Krakow University. Last summer, through another faculty connection, Stoller and associate professor Kathy Schwalbe taught a course in Karlsruhe, Germany, including four Augsburg students and 14 students from the Berufsakademie. More recently, Stoller has developed curriculum, discussed business cooperations, and has given lectures in Shanghai, China. An exchange of business programs is being considered as part of ongoing College discussions. IN SUM Stoller says his colleagues “tell about their lives, they bring in their food—it’s wonderful. They talk about their experiences … you can call up somebody like my friend Ashok and talk about Indian culture, or Muslim culture, or whatever. It just adds a breath and depth and experience to the department. We all work with each other on a professional basis and rejoice in each other’s differences.” “It’s outstanding that we have this diversity,” says Kramarczuk. “We’re all God’s children. I’ve seen people die because of their nationality. When I came into New Orleans in the early ’50s, I couldn’t understand when I would get on a bus, why an older black woman would have to get up and give me her seat.” In the words of Lohman, “My colleagues have expanded my world. It’s been fabulous.” “We bring to the class very different worlds,” says Zapp of her colleagues. “We represent different cultures, different countries, different religious beliefs… The benefits are immeasurable.” Ⅵ The Department of Business Administration has 24 full-time faculty, more than 35 part-time faculty, teaching over 700 undergraduate and 300 graduate students. MBA director Bob Kramarczuk, whose family immigrated to the U.S. after fleeing Ukraine, has enjoyed a career as an international consultant and is an academician in the Ukrainian Academy of Sciences. WINTER 2006-07 27 VIEWS Icons of an Inauguration THE SCHOLARLY SYMBOLS College seals are common inauguration icons and appear on the many official congratulations and certificates President Pribbenow received from his colleagues across the country. Nearly 50 of these colleagues attended the inauguration. THE BOW TIE STYLE Paul Pribbenow adopted the bow tie on a daily A giant red bow tie anchored the “President Bush” Bow ties, again, on the buttons that Student Senate basis after learning to tie many of them for black outside of Christensen Center, designed by a team of distributed across campus during inauguration week. tie events in his work at the Art Institute of students led by junior Ben Katz. Chicago. He believes he currently has more than 50 bow ties in his wardrobe. THE STUFF From printed programs to food and coffee, lots of visuals recall this festive week. The Event Services Office reports that approximately 800 Augsburg “A” cookies were served at the inauguration reception. 40 AUGSBURG NOW CALENDAR For music information, call 612-330-1265 For theatre ticket information, call 612-330-1257 For art gallery information, call 612-330-1524 Note: The Gage Family Art Gallery will close in Lindell Library on Feb. 16. A new Gage Family Art Gallery will open in the Oren Gateway Center in August. March 7 faith@work! breakfast series FEBRUARY Tim Geoffrion, executive director, Family Hope/TreeHouse 7 a.m.—St. Philip the Deacon Lutheran Church, Plymouth, Minn. www. spdlc.org Through February 16 “In the Secret Place,” by Arlene Burke-Morgan Gage Family Art Gallery, Lindell Library Artist talk, Feb. 8, noon, Minneapolis Room, Christensen Center Through February 16 Photographs by Aviel Goodman Christensen Center Art Gallery February 2–11 Twelfth Night, by William Shakespeare Guest directed by Barbra Berlovitz Feb. 2, 3, 8, 9, and 10 at 7 p.m. Feb. 4 and 11 at 2 p.m. Tjornhom-Nelson Theater February 8 Theatre Artist Series March 13–16 Aloha, Say the Pretty Girls, by Naomi Iizuka February 26-27 Visiting Artists from Japan Guest directed by Steve Bussa 7 p.m.—Foss Studio Theater Bidou Yamaguchi (Master Noh Mask Carver) and Ayomi Yoshida (Designer, Printmaker, Installation Artist) March 25 Augsburg Choir home concert Feb. 26, Bidou Yamaguchi carving demonstration 9:10–10:10 a.m., with guest Matthew Welch, curator of Asian art, Minneapolis Institute of Arts 11 a.m.–noon, with Martha Johnson, professor of theatre arts Marshall Room, Christensen Center “Technical Direction at the Guthrie Theater,” Craig Pettigrew, technical director, Guthrie Theater 1:30–3 p.m.—Tjornhom-Nelson Theater Feb. 27, Ayomi Yoshida presentation 9:40-10:40 a.m. Marshall Room, Christensen Center February 9 Theatre Artist Series MARCH “South Indian Dance: Bharatanatyam,” Ranee Ramaswamy, artistic director, Ragamala Music and Dance Theater 11 a.m.–noon—Tjornhom-Nelson Theater February 21 Reading by ACTC visiting writers Ingrid Wendt and Ralph Salisbury 7:30 p.m.—Hoversten Chapel March 2 2007 Batalden Seminar in Applied Ethics and 25th anniversary of the Center for Global Education Jorge Bustamante, president and founder of El Colegio de la Frontera Norte 10 a.m.—Hoversten Chapel 612-330-1180 March 6 Theatre Artist Series “Stage Movement Using Viewpoints as Developed by Anne Dogart,” Randy Reyes, actor/director 9:40–11:10 a.m.—Tjornhom-Nelson Theater February 23–March 30 “Listen: A Pilgrimage in Watercolor and Ink,” by Tara Sweeney Christensen Center Art Gallery Opening reception, Feb. 23, 5:30–7:30 p.m. Artist talk, March 9, 4 p.m. March 6 Theatre Artist Series “The Scenic Artist,” Mary Novodvorsky, scenic artist 1:30–3 p.m.—Tjornhom-Nelson Theater 7 p.m.—Hoversten Chapel March 28 Theatre Artist Series “Issues of Race and Ethnicity in Asian American Theatre,” Josephine Lee, director, Asian American Studies Program, University of Minnesota 11 a.m.–noon—Tjornhom-Nelson Theater April 9-May 6 All-Student Juried Art Exhibition All-Student Juried Art Exhibition Award Winners Christensen Center Art Gallery Opening reception, April 13, 5-7 p.m. Awards presentation, April 13, 5:30 p.m. April 11 Theatre Artist Series “A History of Mu Performing Arts in Regard to Contemporary American Theatre,” Rick Shiomi, artistic director, Mu Performing Arts 11 a.m.–noon—Tjornhom-Nelson Theater March 29 Theatre Artist Series April 12 Theatre Artist Series Bain Boelke, Jungle Theatre 11:50 a.m.–1:20 p.m.—TjornhomNelson Theater “Creating Original Work,” Shawn McConnologue, artistic director of Shawn McConnologue and her Orchestra 11:50 a.m.–1:20 p.m.—TjornhomNelson Theater APRIL April 1 Masterworks Chorale concert 4 p.m.—Hoversten Chapel April 3 Theatre Artist Series “The Production Notebook: Directing Pericles from Start to Finish,” Joel Sass, freelance director/designer 9:40–11:10 a.m.—Tjornhom-Nelson Theater April 13-22 The Threepenny Opera, by Bertolt Brecht; music by Kurt Weill Faculty directed by Darcey Engen Music direction by Sonja Thompson April 13, 14, 19, 20, and 21 at 7 p.m. April 15 and 22 at 2 p.m. Tjornhom-Nelson Theater April 15 Augsburg Orchestra concert 7 p.m.—Hoversten Chapel April 4 faith@work breakfast series April 16 Sverdrup Visiting Scientist Lecture “Grace at Work” panel 7 a.m.—St. Philip the Deacon Lutheran Church www.spdlc.org “The Exploration of Planetary Systems,” Fran Bagenal, professor of astrophysical and planetary sciences, Laboratory for Atmospheric and Space Physics, University of Colorado 8 p.m.—Hoversten Chapel 612-330-1180 WINTER 2006-07 Advent Vespers 2006 The 27th Advent Vespers filled the majestic Central Lutheran Church for four services of music and liturgy to begin the Advent season. For the first time this year, Central Lutheran’s new carillon bells were an added dimension to the music of the three Augsburg choirs and Vespers Orchestra. — Stephen Geffre, photographer 2211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031
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Title: Augsburg Now Spring 2006
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N F O R A U G S B U R G C O L L E G E A L U M N I Spring 2006 & F R I E N D S Vol. 68, No. 3 OUR CITY … OUR CLASSROOM page 10 T A B L E O F C O N T E N T S Spring 2006 Vol 68, No. 3 FEATURES 10 17 DEPARTMENTS Our city ... our classroom 2 Around the...
Show more A P U B L I C AT I O N F O R A U G S B U R G C O L L E G E A L U M N I Spring 2006 & F R I E N D S Vol. 68, No. 3 OUR CITY … OUR CLASSROOM page 10 T A B L E O F C O N T E N T S Spring 2006 Vol 68, No. 3 FEATURES 10 17 DEPARTMENTS Our city ... our classroom 2 Around the Quad by Betsey Norgard 5 Sports Teachers who lead, leaders who teach 6 Faculty-Staff notes 22 compiled by Betsey Norgard Supporting Augsburg— Access to Excellence: (The Campaign for Augsburg College) 25 32 inside back cover Alumni News Auggie Thoughts Calendar A college of the Evangelical Lutheran Church in America, Augsburg College is an equal education/employment institution. Editor Betsey Norgard Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Photographer Stephen Geffre Media Relations Manager Judy Petree Sports Information Coordinator Don Stoner www.augsburg.edu On the cover: Augsburg Now is published quarterly by Augsburg College, From the beginning of her classes, first-year student Beckie Jackson begins to explore the opportunities around campus as an extended classroom. 2211 Riverside Ave., Minneapolis, Minnesota 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 On this page: Augsburg’s Enrollment Center is the one-stop shop for all the “business” of the College— registration, financial aid, transcripts, accounts, and more. Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 50 percent recycled paper (10 percent post-consumer waste) AROUND QUAD Around THE the Quad Paul Pribbenow is chosen as Augsburg’s next president Augsburg News Service P aul C. Pribbenow, president of Rockford College in Rockford, Ill., has been elected as the 11th president of Augsburg College by its board of regents. “We are confident that Dr. Pribbenow has all the qualities of leadership and passion needed to continue Dr. [William] Frame’s work at Augsburg College,” said Jean Taylor ’85, chair of the Board of Regents. “He has already demonstrated that he is an accomplished communicator, a person who can demonstrate his own sense of Christian vocation, a skilled administrator, and a visible leader, actively participating in the life of the campus and surrounding community.” Presidential search committee chair and regent Ted Grindal ’76 expressed his thanks and gratitude to the entire Augsburg community for their participation in the search process. “After a very thorough and successful search, we are pleased to welcome Dr. Pribbenow as Augsburg’s next president,” Grindal said. “In Paul Pribbenow, we feel we have found a successor who will not only carry on Augsburg’s commitment to being a college committed to a Christian understanding of vocation, but will maximize its exciting potential for the future.” “This is the work I believe I was called to do, and I look forward to serving as Augsburg’s next president,” Pribbenow said. “I firmly believe that my experiences and commitments are a remarkable fit for the mission and needs of the College.” Paul C. Pribbenow was born in Decorah, Iowa, in 1957. He received his bachelor’s degree in sociology/political science from Luther College, and his master’s degree in divinity and his doctorate in social ethics from the University of Chicago. He has served as president of Rockford College since 2002. Since his arrival there, Pribbenow has launched several new educational initiatives, including working with faculty and staff to develop the Jane Addams Center for Civic Engagement. This program’s primary responsibility, according to Pribbenow, “is to find ways to work with students to integrate their education, co-curricular activities, spiritual experiences, and service to the community as part of an intentional vocational formation initiative.” He has also been an integral part of expanding Paul C. Pribbenow opportunities for the campus and its community to join together in a variety of collaborative efforts. He and his wife, Abigail, an arts administrator, have two young children. Pribbenow succeeds retiring president William V. Frame, and will take office on July 1. To read more, go to <www.augsburg.edu/news>. NEWSNOTES Agre to speak at commencement—two honorary degrees to be awarded Peter Agre ’70, Nobel Prize laureate for chemistry in 2003, will speak at the College’s 137th commencement on May 6. Agre is vice chancellor of science and technology at the Duke University School of Medicine. He will receive one of two honorary degrees approved by the Board of Regents to be conferred on that date. James A. Johnson will receive the second honorary degree. He has enjoyed a distinguished career in finance and lending, formerly with Fannie Mae and now as vice chairman of Perseus L.L.C. Johnson has been active in supporting the Gateway Building and development of the urban village concept along Riverside Ave. Johnson was Augsburg’s commencement speaker in 2002. 2 Outstanding physics students For the third time in six years, the Society of Physics Students (SPS) has named Augsburg’s chapter as an Outstanding SPS Chapter, this time for 2004-05. Fewer than 10% of the chapters nationwide receive this honor; Augsburg’s chapter was also named in 19992000 and 2002-03. Professor Mark Engebretson is chapter adviser. Jim Haglund honored Regent Jim Haglund was honored with the Hall of Fame award by the Association of Independent Corrugated Converters (AICC), a 1,000-member international organization. Minnesota Gov. Tim Pawlenty lauded Haglund as characterizing the “best of Minnesota.” Pawlenty also drew attention to Haglund’s leadership on the Augsburg Board of Regents. Spring 2006 Mexico social work consortium receives award Courtesy photo by Betsey Norgard A Spring 2006 Students in the 2004 spring semester program in Mexico visited the pyramids of Xochicalco to learn how pre-Hispanic cultures regulated the solar calendar. is noteworthy in several regards beyond the challenges of satisfying the needs and criteria of nine different institutions. Foremost, it makes possible a study abroad experience for social work students at colleges that can’t sustain their own individual programs. Also, because the program is ongoing, issues of social work in developing countries are constantly part of department discussions and curriculum. Returning students readily talk about the program as life transforming. “Students who return from Mexico have a window into the lives of Hispanic and Latino communities impossible to gain domestically,” commented social work professor Nancy Rodenborg. She said the department hopes to take advantage of this experience in working with Twin Cities’ Spanish-speaking populations. Also cited in the award is the program’s shared ownership and governance among the partner institutions in Minnesota and South Dakota—both public and private— allowing social work students equal access to study abroad. Rodenborg stated that a large part of the success of the program is due to the Center for Global Education’s expertise in offering international education and the resources available at its Mexico center. Courtesy photo ugsburg is part of a social work consortium that has been honored for its semester study program in Mexico. The consortium was awarded the 2006 Global Commission Partners in Education Award by the Council on Social Work Education (CSWE) in recognition of “the contributions of individuals, organizations, and others as partners in advancing education for international social work.” The development of the BSW Mexico Consortium of the Minnesota/South Dakota Area, which includes both private and public institutions, was more than two years in the making and is remarkable for the complexity of issues it negotiates. The study courses meet all the schools’ curricular needs and allow social work students to participate without delaying their graduation date. Financial costs were worked out so that students pay only their home-school tuition (plus airfare), regardless of which partner institution they attend. The program, “Social Work in a Latin American Context,” is based at the Center for Global Education (CGE) study center in Cuernavaca, Mexico, and includes study of Mexican culture, intensive Spanish language instruction, a social work course, and either a field practicum or comparative social policy course. A several-week homestay gives students a chance to experience living with a Mexican family. There is also a two-week exchange with students in the School of Social Work at the Universidad Nacional Autónoma de México (UNAM) in Mexico City. Cultural content courses are taught by CGE staff, and the social work content is taught by a rotating visiting faculty member from one of the partner schools. Augsburg social work professor Barbara Lehmann is currently in Cuernavaca, teaching for the second year. The BSW Mexico Consortium model Social work students visited Tlamacazapa, a rural village where Claudia (in red, above) helped them learn to weave. Schools belonging to the BSW Mexico Consortium are Augsburg College, Bemidji State University, Bethel University, College of St. Catherine/University of St. Thomas, Metropolitan State University, St. Cloud State University, St. Olaf College, University of Sioux Falls, and Winona State University. For more information on the Mexico study semester, go to <www.augsburg. edu/global/swksem.html>. 3 Business students seek stronger connections through ABO by Betsey Norgard international presence and do a thorough analysis of its marketing department. It meant making the contacts, meeting with corporate officials, and following up on the research. Sometimes it’s even possible to tie ABO activities into coursework for some extra credit. A ugsburg business students realize the importance of stepping out of the classroom to gain “real-world” experience, and the Twin Cities offers them plenty of opportunities. The Augsburg Business Organization (ABO) aims to provide them a platform to do this. Students join ABO to learn more about the business world, to meet corporate leaders, and to network in search of opportunities for projects, internships, and future employment. Since ABO is student-run, they gain leadership and professional skills as they brainstorm, contact, and arrange for speakers and trips. Founded five years ago by business major Rod Gonzalez ’04, ABO currently has about 15 active students, with a number of others who participate in various events. In January, 12 ABO students traveled to Chicago for an activities-packed three days of visits to CEOs and businesses, following up on contacts from Augsburg’s Development Office. While there they visited three businesses—Chase Bank, Hydrotech Manufacturing Co., and the H&K law firm; plus, they met with executives and toured the Mercantile Exchange and the Federal Reserve Bank. “The Chicago trip was a unique opportunity,” said senior business major and ABO member Nii Mensah, “in that it gave us an opportunity to see many different aspects of the city in both a business and urban sense.” Building a portfolio of experience Anthony Haupt, a senior from Red Wing, Minn., and the current president of ABO, has taken good advantage of opportunities in ABO for his own leadership growth. Last year after arranging for Greg Smith ’72 to be a guest speaker at ABO, he kept in contact with Smith, who is chief operating officer of Walden Automotive. It led to a summer internship at the Denny Hecker 4 Anthony Haupt, senior international business management major and president of the Augsburg Business Organization, hopes to involve more business professionals and Augsburg business alumni in the student organization. Automotive Group where Haupt did financial analysis and project management work. He and Smith still keep in touch, and Smith continues to suggest other contacts from whom Haupt can learn. “ABO has opened many doors for me, like the summer internship,” Haupt says, “and has put me in leadership roles with responsibility.” Haupt also strengthened his major in international business management with a semester study program in Barcelona, Spain, that included courses in international business and Spanish. He hopes his minor in Spanish will support future work with a company that has an international presence. He also completed an internship in a healthcare organization, and will seek opportunities to gain training in project management and/or account management after he graduates in May. Even as a part of their coursework, the business administration faculty push students to connect with the business community. Haupt cites his international marketing class in which students had to choose a Minnesota company with ABO seeks business contacts Haupt’s vision for ABO is for the organization to build a network of Twin Cities business professionals, especially Augsburg business alumni. What students hope to gain, he says, are relationships with the business community and access to business expertise, experience, and information. Business professionals should be assured, Haupt says, that Augsburg students are well-educated and eager to get their feet wet in the business world. He cites several examples of past student leaders, like the ABO presidents, who have transformed internships into job opportunities, and used their experiences as springboards into a career. How to connect with ABO ABO offers these ideas for connecting Augsburg business alumni and other business professionals with students: • Volunteer as a guest speaker at an ABO event • Participate in a resource network for business students • Host Augsburg business students at your company or workplace • Join the Take an Auggie to Lunch program • Help ABO with fundraising to support trips and other activities To learn more or participate in ABO activities, contact Anthony Haupt at <abo@augsburg.edu> with your name, class year (if you are an alumnus/a), title and place of work, and e-mail and/or telephone number. Spring 2006 Sports For current sports information, scores, and schedules go to <www.augsburg.edu/athletics>. Auggies inspire hoop dreams in neighborhood kids by Don Stoner H elping young members of the CedarRiverside neighborhood learn about the game of basketball was a “slamdunk” proposition for the Augsburg College men’s basketball team. In January, the Auggies invited 50 boys and girls from the Cedar-Riverside Community School, which primarily teaches immigrant children, to attend a morning basketball clinic at Si Melby Hall. Head coach Aaron Griess and members of the Augsburg squad showed children the basics of the game, then broke up into smaller groups to work individually with them. Each group took part in fun games with the Auggie players, where they were able to put their newly-learned skills into practice. The clinic ended with an impromptu dunking exhibition from members of the Augsburg squad, to the cheers of the youngsters watching. “We’re proud to be able to make a difference in the lives of young people who haven’t had the same opportunities that other children have, and we’re committed to helping build the community we live in,” said Griess, in his first season as Augsburg’s head coach. The clinic was organized by Griess and Mary Laurel True, associate director of Augsburg’s Center for Service, Work, and Learning. “Spending time with the kids, watching them laugh, and teaching them some basketball skills was a tremendous joy,” Griess said. “Each and every one of our students put their hearts into the short period of time they spent with the kids, and we’re all looking forward to the next opportunity.” ade h gr a, 4t Laur Fadum o, 4th grade Thank you, Auggies! “I had fun learning with you guys. It was important to me because when I grow up I will be a good basketball player.” —Abdullahi, 3rd grade “I learned basketball is not easy; it's hard, but it just looks easy.” —Sagal, 6th grade “Thank you for giving me inspiration to play basketball.” —Karina, 6th grade “In the summer I will love to show all of my friends what you have taught me. It really meant a lot to me when you taught me a lot of tricks.” —Muna, 4th grade The Cedar-Riverside kids yell “41, 41, 41…” to pull no. 41 Auggie junior Tait Thomsen to the floor. “I’ve learned new tricks and so much more. I felt like a professional basketball player. This is one of the best days of my life.” —Nasra, 4th grade Fifty-plus students from the Cedar-Riverside Community School watch in awe as Auggie senior Aaron Benesh dunks the ball. Spring 2006 5 Faculty and Staff PRESENTATIONS Tony Bibus, social work, presented a poster, “Working with Involuntary Clients in Slovenia,” about a study with Ljubljana University, at the Council on Social Work Education meeting in February. Bill Capman, biology, co-presented “Reef Aquaria in the Classroom and Teaching Laboratory: Learning Activities, Organisms, and Logistics” at the Marine Aquarium Conference of North America (MACNA) in Washington, D.C. Emiliano Chagil, Hispanic/Latino Student Services, presented “Higher Education and Acculturation: The Contradictions Involved in Improving Your Life through Education while Sustaining Your Cultural Self,” at the annual Breaking Barriers Conference at the University of St. Thomas. Su Dorée, mathematics, led a paper session, “Countering ‘I Can’t Do Math’: Strategies for Teaching Underprepared, Math-Anxious Students,” at the annual joint meetings of the American Mathematical Society and the Mathematical Association of America. At the same conference, Rebekah Dupont, mathematics, co-organized a panel discussion, “Firefighting, Paper Trailing, and Cat Herding: Everything You Wanted to Know to Be an Administrator but Were Afraid to Ask.” Teachers meeting teachers in Namibia by Gretchen Kranz Irvine F or over five years, my life has been exponentially enriched, professionally and personally, from my experiences in Namibia, Africa. I have been the trip leader for three summer study trips in 2000, 2003, and most recently last summer, July 1-22, 2005. I gathered a group of educators—classroom teachers, a preservice teacher, and teacher educators—to travel to Namibia to learn about the country and her people, focusing on the education system. In collaboration with the Center for Global Education, my goals for the trip were to introduce Namibia by visiting various locations; by hearing from Namibians working in a variety of sectors, especially teachers, principals, and faculty from the University of Namibia and teachers’ colleges; by accessing local media; and by being immersed in a culture so different from ours, and yet the same. I was pleased that our group bonded easily as a community and blended like a fine-tuned melody. We benefited from the two University of Namibia students preparing to be teachers who joined us and added depth to our understanding of schools and the influence of culture. A highlight for this trip was a oneday conference for teachers in the Windhoek area hosted by our group, with the help and facilitation of many others. We gathered at the Rossing Conference Center in Khomasdal, a suburb of the capital city, Windhoek— 50 people interested in schools, teachers, learners, and all areas related to education—for sessions titled “The Important Role of Teachers in NationBuilding.” The speakers, facilitators, and organizers were both Namibians and the members of our group. The results far exceeded what could be stated here. We explored large issues impacting all teachers. We built professional links—both individual and group—that would sustain relationships after we returned to the U.S. And we Courtesy photo Garry Hesser, sociology and metrourban studies, co-presented “Toward the Public Good: Maps, Lenses, and Models of Civic Engagement,” at the Association of American Colleges and Universities conference in November. Hesser also presented, with Ann Lutterman-Aguilar and Merrie Benasutti, “Crossing Borders: Exploring Vocation in a Multicultural/Global Context,” at the Nov. meeting of the National Society for Experiential Education. Marc Isaacson, MIS, presented “Statistical Literacy—Online at Capella University” at the American Statistical Association meeting. Cheryl Leuning, nursing, and Pandu Hailonga, CGE Namibia, co-authored and presented, “Transforming What is Known about HIV, AIDS, and Tuberculosis into Culturally Appropriate Protective Practices in Namibia and Tanzania,” at the July Tumaini conference in Tanzania. 6 A group of educators from Minnesota spent three weeks with teachers and educators in Namibia, based at Augsburg’s Center for Global Education. Augsburg participants are: Melinda Stockmann (front row, left), CGE-Namibia intern; Pandu Hailonga (back row, fourth from left), CGE-Namibia trip leader; Carol Knicker (back row, fifth from left), assistant professor of education; and Gretchen Irvine (back row, second from right), assistant professor of education and Augsburg trip leader. Spring 2006 Courtesy photo On a visit to the Haganeni Primary School in Walvis Bay, Namibia, the educators enjoyed meeting the students, or “learners.” Courtesy photo helped to respond to the need of all teachers to discuss important issues, realizing how vital it is for people involved in the process of educating our children and youth to have opportunities for dialogue and reflection. Because of the cultural differences unfamiliar to me, I appreciated working with the Namibians who helped to make the conference relevant and meaningful for everyone. It will be months and years before we can realize what this trip has meant to us as individuals. We have tried to spread the word about Namibia, a very silent country on the world stage. Our worldviews have been forever changed by images of Namibian teachers, of the children and youth, and of the life we witnessed in the coastal cities as different from the villages in the north. We heard the voices of Namibians telling of their past, and we learned about the current struggles toward the constitutional goals of their 16-year-old nation. We witnessed the joy of people together, and enjoyed being in the company of a youth group building their lives. And we read about the hopes and dreams of people looking toward the future. Our global vision has expanded as a result of this experience. I am grateful to the Center for Global Education staff—both here and in Namibia—whose expertise helped us create the best learning environment for our experience. In our own group, individuals acted beyond any expectations in caring for each other, challenging thinking, and with kindness to all. I have been a teacher for 38 years. The experiences I’ve enjoyed are true gifts to me as a teacher, and, also, to my students at Augsburg. Gretchen Irvine is assistant professor of education. Professor Gretchen Kranz Irvine presents an Augsburg folder to Augsburg alumna Fredericka Uahengo ’90, rector of the Ongwediva Teachers College in northern Namibia. Spring 2006 Read more about this travel seminar and conference on the participants’ blog at <web.augsburg.edu/~irvine/Namibia>. PRESENTATIONS Dallas Liddle, English, presented “Bakhtinian ‘Journalization’ and the MidVictorian Literary Marketplace,” at Oxford University’s First Annual Conference on the History of the Book, sponsored by their English faculty, in Nov. Ann Lutterman-Aguilar, Center for Global Education-Mexico, presented a theological perspective on the rights of women at the International Women’s Day conference in Cuernavaca, Mexico, in March 2005. She and Judy Shevelev, also with CGE-Mexico, along with five former students, co-presented two papers at the National Women’s Association conference in June. Diane Pike, sociology, presented the keynote, “Not Rocket Science: Teaching, Learning, and Engagement,” at the Oct. joint meeting of the Wisconsin and Illinois Sociological Associations and the Wisconsin Political Science Association. Marc Skjervem, student affairs, and Keith McCoy, residence life, presented a session, “Developing a Seamless FirstYear Experience on a Small Campus,” at the National Orientation Directors Association regional conference in April. NOTEWORTHY Markus Fuehrer, philosophy, is preparing a translation and commentary of Albertus Magnus’ Liber de homine (Treatise on Man). He is currently preparing an entry on Albertus Magnus at the invitation of the Stanford Encyclopedia of Philosophy. Brad Holt, religion, was elected to the national board of the Society for the Study of Christian Spirituality (SSCS), an international organization of people who teach Christian spirituality in colleges, universities, and seminaries. Patrice Salmeri, StepUP® program, was elected chairperson of the executive board of the Association of Recovery Schools (ARS). Milo Schield, business administration and the W.M. Keck Statistical Literacy Project, completed a textbook on statistical literacy, which is being used in Augsburg classes this spring. 7 Lynn Bollman, art, participated in the Third Biennial Printmaking Exhibition, in November, showcasing the work of 40 professors of printmaking at 22 Minnesota colleges and universities. History professor Jacqui DeVries’ article, “Rediscovering Religion after the Postmodern Turn,” was published in the spring 2005 issue of Feminist Studies and will also appear in the fall 2005 issue of the online History Compass. Pandu Hailonga, Center for Global Education-Namibia, published an article, “Violence, Rape, and Murder: Symptoms of Societal Disease,” in The Namibian in March 2005. Garry Hesser, sociology and metrourban studies, co-authored a chapter, “Liberal Learning and Internships in Sociology, in The Internship Handbook, edited by Richard Salem and published in 2005. Ann Lutterman-Aguilar, Center for Global Education-Mexico, published a chapter, “La reconstrucción de la iglesia,” in Los derechos humanos al interior de nuestra iglesia, edited by Guadalupe Cruz Cárdenas, published by Católicas por el Derecho a Decidir (CDD) in 2005. Phil Quanbeck II, religion, contributed to a collection, Teaching the Bible, published in October by the Society of Biblical Literature. An article by Quanbeck “Preaching Apocalyptic Texts” was published in the summer issue of Word and World. Department of Public Safety— Augsburg’s 411 by Betsey Norgard L ocked out? … Too hot in your room? … Need a jump for a dead battery? … Want to know when the hockey game starts? … Need a ride from the lightrail station? These are just samples of the questions fielded by the Department of Public Safety. Headed by John Pack, who came to Augsburg nearly three years ago after 13 years at the University of Minnesota, this office operates 24/7 and oversees the College’s switchboard communications, facilities management requests, campus security, and communications and emergency management. Pack tries to get the word out about their services, especially about campus safety. Each summer at orientation, he enjoys talking with new students and their parents. “The message is that Augsburg is in the heart of the city,” Pack says, “which brings tremendous opportunities, but also some challenges, mostly parking and security.” Public Safety strives to ensure that everyone in the Augsburg community feels safe. Escort services are available to any of the parking lots and for students who go back and forth from internships or service projects in the neighborhood. Security officers also provide rides to and from the nearby lightrail stops. A phone call from two stops away gets students a quick ride back to campus. Pack has initiated regular meetings of security personnel from Augsburg, the University of Minnesota, FairviewRiverside, College of St. Catherine, and the Minneapolis police to share information and coordinate prevention efforts in order to decrease incidents overall. A recent incident illustrates this cooperative relationship. At a building near the edge of campus, an intoxicated person, not part of the Augsburg community, slipped, fell, wedged his head between two pipes, and went into respiratory distress. Augsburg security officers on routine patrol noticed him and called 911. Officer Annie DeYoung stayed with the injured man, monitoring his medical condition, until rescue personnel arrived. Firefighters needed the Jaws of Life to free the man and rush him to the emergency room. The firefighters credited DeYoung with saving the man’s life—for assessing the situation quickly and applying the medical treatment that kept his airway and breathing clear until they arrived. Staff photo PUBLICATIONS/EXHIBITIONS/ PERFORMANCES HONORS/AWARDS/GRANTS Mark Strefeler, biology, received a $57,500 grant from Beckman Coulter’s matching grant program for a genetic analysis system to aid research in plant genetics and microbiology. It allows for gene sequencing, DNA fingerprinting, and molecular genetics. In his research with students, he carries out DNA barcoding for species identification and identification and isolation of genes for disease resistance in plants. John Pack, director of public safety, accepts a Certificate of Appreciation from Minneapolis mayor R.T. Rybak (left) and police chief William McManus for the College’s cooperation and for support to the Minneapolis Police Department. 8 Spring 2006 Photo illustration by Stephen Geffre Office space: or how I spent 18 years in the closet at Augsburg by Doug Green W hy I didn’t move out of my little hole in the wall of an office when I had the chance, I’ll never know. It’s one of the smallest spaces in the maze that is Memorial Hall, a former dormitory and the second oldest surviving building on campus. The room can’t be more than 6 x 6 and would be more suitable as a walk-in closet—or perhaps a very large coffin. My office desk, an old metal one of modest size and a rosy beige hue, faces the wall beneath an enormous Saul Steinberg print of America as viewed from Manhattan. Before I got my laptop, Manhattan was unfortunately hidden behind my computer, just as Minnesota has blotted out most of my New York past over the last 20 years. On the wall behind me as I sit at my desk, the floor-to-ceiling shelves are overflowing with books, papers, knickknacks (mostly mementoes from past students and pictures of my wife and son), and last year’s posters for campus events. The filing cabinet next to Spring 2006 the door obscures some of the shelves and is buried under debris. Confidential student records are now filed on top of the cabinet for easy access—even to passers-by in the hallway: It’s my version of the Freedom of Information Act. Behind the door and next to the desk is another freestanding bookcase, also overflowing and surmounted by stacks of texts and paper—for creative writing, I think. The walls and the hallway side of the door are plastered with notices, reminders, pictures drawn by my son, and posters of events I had a hand in— like the first GLBT alumni reunion and art show: “Out and About.” The window, however, I love best. When I sit at my desk and look out, it’s like Rear Window; I can spy on a whole set of neighboring offices. But if I push back just a little and face the outside, I see Augsburg’s little quad, an Edenic version of my little closet. Maybe that’s why I can’t leave: because this little cubby across the floor from an old dormitory bathroom that sports mold from the era of Warren G. Harding and College President George Sverdrup is the quintessential professorial space. Like the brain in Dickinson’s poem, my office “is wider than the sky.” My little cabinet contains a world of thoughts—from the books behind and beside me to the computer on my desk to the many visiting colleagues and students who come to share their inner lives with me. I need their stifling and stimulating proximity. My office is certainly no “proud, ambitious heap” nor “built to envious show,” but a place in which, like the Sidneys at Penshurst in Jonson’s famous poem, I can “dwell.” Doug Green is professor of English. This story first appeared in Augsburg Echo in September. 9 10 1 THE NEW GUTHRIE Only a mile away, the Guthrie Theater’s new home makes it even easier for actors and technicians to visit Augsburg seminars and teach as adjunct faculty. 1 3 2 Downtown Minneapolis 4 8 5 9 Augsburg College 6 7 2 CORPORATE DOWNTOWN Internships downtown with non-profits, Fortune 500, and other companies are but a quick lightrail or bus ride away for students and often lead to future career opportunities. Saint Paul 3 MEETING HIS CONSTITUENTS City Hall is his home base, but Minneapolis mayor R.T. Rybak enjoys getting out to meet the new students on campus. 4 PLAY BALL! The Twins, Vikings, Gophers—and the Auggies, for one game per season—compete several blocks away at the Metrodome. OUR CITY … OUR CLASSROOM 10 BY BETSEY NORGARD ➶ WHAT EXACTLY DOES BEING A COLLEGE OF THE CITY MEAN FOR AUGSBURG? WHAT OPPORTUNITIES DOES IT BRING TO THE AUGSBURG LEARNING COMMUNITY—TO STUDENTS, FACULTY, AND STAFF? If one were to look at just a TWO-MILE RADIUS AROUND AUGSBURG, what would be found? 5 HIGH-RISE MELTING POT Riverside Plaza is the hub of the most diverse neighborhood in Minneapolis—and a partner with Augsburg in its community programs and school. The answer is A LOT … the most diverse neighborhood in Minneapolis … the downtown business district … a Super Bowl pro-sports dome … a brand-new home for a world-class theater … a Big 10 university and teaching/research medical center… a quick train ride to the largest shopping mall in the country… miles of running, walking, and biking trails along the Mississippi River. Staff photo 6 A JUMP ON THE LIGHTRAIL Just a few blocks away, the lightrail train is a quick ride to downtown, the airport, and the Mall of America. 7 LEARNING FROM LIVE CORALS Biology professor Bill Capman lends expertise and some live corals to help teachers at Seward Montessori School set up and maintain a coral reef aquarium for their science classes. 8 WORSHIP IN THE CITY Central Lutheran Church is the majestic setting for Augsburg’s Advent Vespers, an annual celebration of word and music that begins the holiday season. Spring 2006 Here, we highlight some of the myriad opportunities our location offers to learn, serve, volunteer, intern, experience, shop, compete, perform, keep fit, have fun, and so much more! Teach. Reach. Feed. Lead. That’s the motto of the Campus Kitchens Project, based in Washington, D.C., that combines preparing and delivering meals, partnering in the community, training for employment opportunities, and providing service learning for students. Since opening on campus in 2003, the Campus Kitchen at Augsburg has served more than 25,000 meals to community organizations. The program, which is student organized and run, is based in the College’s food service facilities, and works with surplus food from the food service and local food banks. Two shifts of student volunteers each week prepare meals and deliver them to six locations the next day. The students spend time in each location, getting to know and talking with the people being served. Above, at Peace House in the Phillips neighborhood, junior Jeanette Clark talks with a visitor. She and other students deliver meals on Thursdays to the 30-50 people who drop in to Peace House for conversation, fellowship, and nourishment. During the summers, Augsburg’s Campus Kitchen operates a job training program to train and certify unemployed people in food management culinary skills to help them find jobs. 11 Trick or treat—dorm style Targeting a career Each Halloween, ghosts, goblins, and other costumed characters wander the halls of Urness and Mortensen Halls, going from door to door trick-or-treating. They’re neighborhood children invited to campus by LINK, the student service organization, for fun, games, treats, and, sometimes, a haunted house. LINK provides the candy, and students provide the fun for the kids. Tim Benson ’00, graduated with a business administration/marketing major and a minor in management information systems. Benson picked up his first downtown corporate experience at a summer internship with Accenture (then Andersen Consulting). He found it to be great preparation for the business world that he couldn’t have learned in a classroom— “protocols, unwritten rules, and business speak”—that helped him get a foot in the door at Target Corporation. He started as a business analyst and was eventually promoted to a supply chain expert. Now he is manager of an eight-person team in the kitchenware department, which is responsible for about 1,000 items and hundreds of millions of dollars in sales annually in all 1400+ Target stores. A day at the Soap Factory (map #10) As part of AugSem, their first-year seminar, students in ART 102 Design spent an afternoon at the Soap Factory. This turn-ofthe-century wood and brick warehouse, which formerly housed the National Purity Soap Factory, has been turned into an art gallery featuring work by emerging artists, and offering available studio space. The afternoon was part of City Service Projects Day, which started with a 20-minute walk to the gallery through the historic flour mill district. At the gallery, the students helped take down one show and prepare to install another. They cleaned floors, scrubbed and squeegeed walls, and moved furniture. The students got first-hand experience in what a gallery is—or not, i.e. it’s not just clean floors and bright lighting. Since a number of these students intend to major in art-related fields, this gave them an opportunity for a service project in something that really interested them. Plus, the gallery director told them that what they were able to do for the gallery in three hours would have taken the staff all week to complete. 12 (map #2) Staying connected with kids (map #9) Kristy Bleichner graduated from Augsburg in 2002 with a major in social work. While a student, she began to volunteer for Wednesday Night Out, a program sponsored by Trinity Lutheran Church. For this, Trinity partners with community organizations, including Augsburg, to provide suppers for neighborhood families, giving them a place to gather and talk. After supper, Bleichner and other student volunteers take the children to a nearby gym for games, making it more convenient for their parents to talk with each other about family and community issues. Even after graduating nearly four years ago, Bleichner has wanted to stay connected with these families and continues to devote time to the Wednesday Night Out program. Spring 2006 A school of many cultures (map #5) Around-the-world food Five blocks from Augsburg lies the only school in the country located in a high-rise apartment building. The Cedar-Riverside Community School, a K-8 charter school sponsored by Minneapolis Public Schools, is in the midst of Minneapolis’ most diverse neighborhood, largely Somali and East African. The school serves mostly immigrant children, from nearly a dozen different countries, some of whom never had any formal education before arriving in the U.S. Each week nearly 30-40 Augsburg students tutor and mentor at the school, and provide instruction or support during the year in music, art, piano lessons, physical education, science, and health. Augsburg elementary education students in Professor Jeanine Gregoire’s science methods class teach hand-on science units at the school. In the photo, Pa Kou Yang ’05 is working with two second-graders. When Augsburg moved to the Cedar-Riverside neighborhood in 1872, it was home to a thriving community of Scandinavian immigrants. Again, it is a center for many people recently arriving in the U.S., primarily from Somalia and East Africa. The neighborhood has more than 20 restaurants, most of which serve ethnic foods; as well as ethnic clothing stores, grocers, and art galleries; and a Lutheran church and a mosque. As part of the first-year AugSem group, students visited area businesses and tried out some of the nearby restaurants. In this photo, a group sits around the table at Addis Ababa, an Ethiopian restaurant down the block from campus. Helping women stay fit at FOLC Caring for the mighty Mississippi (map #5) Eilidh Reyelts ’06 (facing front at right in photo), a senior biology and premedical major, began volunteering last year with Rachel Domier ’05 (left) at Family Opportunities for Living Collaboration (FOLC) at Riverside Plaza. This center encourages community members to work together at meeting the needs of neighborhood residents, many of whom are immigrants or refugees with little understanding of English or of American customs and health practices. Reyelts and Domier were both Lilly Interns and designed internships to explore areas within their vocational interests. Twice a week at FOLC they taught exercise to immigrant and refugee women, and helped them monitor their weight and blood pressure. Reyelts also is a Citizen Scholar through the Campus Compact program. As an AugSem leader, she took new students on a tour of the neighborhood and to FOLC. Reyelts’ vocational goals include a career in medicine or public health. Spring 2006 With the Mississippi River within a stone’s throw, Augsburg has joined the network of “river stewards” and has “adopted” a section of the river just downstream from campus. Planned activities involve students in litter clean-up, trail monitoring, placing stenciled warnings on storm drains to prevent pollution into the river, monitoring invasive species, and trail monitoring. In the summer, political science professor Joe Underhill-Cady teaches Environmental and River Politics, a course that looks at the challenges of balancing economic development, social justice, and environmental stewardship. Students spend time on the river and meet with people involved in river-related issues. 13 Courtesy photo H U R R I C A N E K AT R I N A : R E S P O N D I N G F R O M T H E H E A RT Medicine for both patient and doctor The days were long, the work was physically exhausting. What Augsburg alumni Paul Mueller ’84, M.D., and Rick Seime ’70, Ph.D., encountered in the hurricane-devastated areas of southern Louisiana was far worse than news reports could show. But, Mueller describes returning to Minnesota rejuvenated and thankful for the opportunity to help. Seime says he would do it again in a heartbeat. Mueller, an internist with a public health background, and Seime, a psychologist, both at Mayo Clinic in Rochester, Minn., served on different medical relief teams. They were a part of Operation Minnesota Lifeline, a collaboration of healthcare volunteers from Mayo Clinic, University of Minnesota, College of St. Catherine, and the American Refugee Committee. Sponsored by the Louisiana Department of Health, their work helped to 14 by Betsey Norgard bridge the crisis period by treating immediate medical needs and connecting people to resources until more permanent public health clinics were set up. For two weeks each, Mueller’s and Seime’s teams operated from a base in Lafayette, La., and were housed at a Baptist church. Each day they set out in vans supplied with medicines, supplies, and vaccines, to treat people in the field, most of whom were either Hurricane Katrina evacuees from New Orleans or residents of the areas ravaged by Hurricane Rita. The medical teams were multidisciplinary, including physicians, nurses, social workers, and others. But, everyone served as a mental health counselor because the need was so great. Many people had lost everything they owned, had lost contact with family members, and had lost their medications and medical providers. Many simply just needed to talk. Despite their adversities, Seime was “impressed with their resiliency, in the faith they had, and in the way they came together to help each other out.” Both Mueller and Seime remark about the gratitude expressed by hurricane victims for the care they received from the medical teams. In Johnson’s Bayou, La., a coastal town almost totally destroyed by Hurricane Rita, Mueller met Rhonda, “a salt-of-the-earth person” and one of a very few who had returned to her home. Above: Mayo Clinic internist Dr. Paul Mueller ’84 (left) and Sr. Romana Klaubaus (right), a nurse from the College of St. Catherine, posed with residents of Johnson’s Bayou (La.). There they met Rhonda (second from right), a local emergency medical technician, who helped them find and treat the residents who had moved back. Spring 2006 Courtesy photo left Lafayette at 4:45 a.m. and worked until 10 p.m. that night. The team consulted all day, but still could not meet with everyone seeking help. His most vivid memory is of Miss Cindy, who came to be vaccinated in Eunice, La. He listened to her story of riding out the storm in her apartment building in New Orleans. When the levees broke, she told of trying to get help to rescue the other tenants in her building, and of wading in the water to get to boats. Not all survived, and she told of an elderly man who had to turn back. They saw him drown without being able to offer assistance. Miss Cindy was so grateful for the medical team’s help that she baked a Cajun meal to thank them and drove it 35 miles to the church where Seime and his colleagues were staying. Drawing on his background in both internal medicine and public health, Mueller felt “called” to respond to the medical needs in Louisiana. Seime considered it a privilege to serve and was glad for the opportunity, even taking into account the 21 hours each way on the bus. Paul Mueller ’84, M.D., is a member of the Augsburg Board of Regents and serves on the Science Center Task Force. Rick Seime ’70 is a Distinguished Alumnus and member of Augsburg’s Science Advisory Board. Mueller’s medical team set up shop in a FEMA trailer park, where many evacuees were living in tents. Courtesy photo Donald Mattison ’66, M.D., a senior adviser at the National Institutes of Health and a U.S. Public Health Service (USPHS) medical officer, led a team to Louisiana on Aug. 31, just after Hurricane Katrina struck, for a two-week deployment. Emergency medicine in a field hospital by Donald Mattison ’66, M.D. Mayo psychologist Rick Seime ’70 (right) and internist Dr. Daniel Hartigan (left) from the Mayo Clinic in Jacksonville, Fla., pack the van with medical supplies and vaccines for the day’s assignment in the field. Even though the local gas station her husband owned had been destroyed, Mueller says she was “amazingly happy and optimistic, and determined to re-build.” He tells of how Rhonda knew everybody—those who had returned to town, their ages, what medicines they took, etc. She was a volunteer emergency medical technician and rode with the team in their van, taking them to each of the homes where returning residents could be vaccinated and treated. Seime spent one day on a team sent to New Orleans, where they treated people in a FEMA resource center. They Spring 2006 I was part of the second team of Public Health Service (PHS) officers deployed into Baton Rouge, La. Our initial assignment was staffing and coordination of a temporary hospital established in two buildings on the Louisiana State University campus—an acute care “emergency room” with intensive care unit (ICU) containing about 150 beds, and a lower acuity hospital containing 200-500 beds (depending on need). While both were operating as hospitals over about a 15-day period, approximately 15,000 individuals were “triaged” and about 3,000 admitted, cared for, and discharged. When the demand for acute care diminished, the smaller facility was closed and the lower acuity facility converted to a special needs shelter. At that point additional PHS officers were available to participate in needs assessment and establishment of surveillance systems with the state health department. Teams were also assigned to manage medical and mental health needs of first responders from New Orleans. Missions Donald Mattison ’66, M.D., was honored on campus last fall as a Distinguished Alumnus. during the “public health” period of the deployment included assessment and surveillance of hospitals, clinics, schools, public wells, food processing facilities, and shelters. The PHS officers I worked with during the deployment were dedicated, highly professional, and went far beyond what would be expected to meet the needs of Louisiana. I was honored to lead these officers and extremely proud of all of them. 15 Hurricane Katrina, a personal perspective by Shira Hussain I was recruiting in Wisconsin when Hurricane Katrina was set to hit the Gulf Coast. My dad was determined not to leave and actually held my family back from evacuating as soon as they wanted to. I even called home and was crying because I just didn’t have a good gut I just didn’t have a good gut feeling about this hurricane. feeling about this hurricane. Frequently people in New Orleans do not evacuate for hurricanes because they are so common, and people fear their houses will be looted if they leave. My parents, sister, and brother evacuated to Lake Charles, La., the day before the storm hit. I watched the news and was happy to see that the storm came and went. Then disaster struck on a whole new level. The minute the levees were declared breached, I knew things were going to get a lot worse. I saw the city under water and couldn’t stop crying. I didn’t hear from my family and friends and cried even more. I was finally able to reach my mom two days after the ordeal and cried for more positive reasons. Eventually, I got in touch with the rest of my family and also my hometown friends. Although I couldn’t explain why all of this happened, I did have the choice to find something positive out of all of it. Although I couldn’t explain why all of this happened, I did have the choice to find something positive out of all of it. The fact that my family and friends were alive is what kept me going. A few weeks later, my parents returned to the 16 Shira Hussain was on the road attending college fairs when she heard the news that her New Orleans neighborhood was under water. house, which was completely destroyed. Fortunately, my mom was able to get our family Bible and photos. They plan to rebuild in the same area. I, too, took a hard hit with all of this. I lost the house I grew up in and the schools I went to. Most of my hang-out of things as we think we are. (My parents, like so many others, are still waiting for their insurance checks and their trailer from FEMA). This whole experience gives us all so many reasons to be thankful. And it emphasizes that minor problems, petty grudges, and bad Helping my fellow “N’awlins” neighbors in any way I could was in turn helping me deal with everything. spots were gone, and the worst part was being so far away from my family during all of this. So I did what I could. I got advances on my checks and sent money home. I headed up fundraising efforts at Augsburg for hurricane evacuees. I even passed out my number as a resource to Minnesota locals who were hosting, donating to, and/or aiding evacuees. Helping my fellow “N’awlins” neighbors in any way I could was in turn helping me deal with everything. From all of this, I’ve truly accepted that nothing material lasts forever. I’ve also learned that we are not as in control intentions are really things we shouldn’t hold on to, because major things beyond our control will happen—both good and bad, easy and challenging. A family friend of ours did drown in her house while waiting for her nephew, who never came to get her. My mom took it particularly hard because she had wanted Miss Gerdy to evacuate with them. I just trust that she died peacefully in the house as I believe many people did who were stuck behind. Shira Hussain is senior admissions counselor in the Office of Undergraduate Admissions. Spring 2006 Teachers who lead, leaders who teach EDITED BY BETSEY NORGARD Vicki Olson describes how teachers as leaders must be willing to take risks and to become positive influences in schools. O OVER THE PAST SEVERAL MONTHS I’ve been reading about a topic dear to my heart—teacher leadership. At Augsburg, this concept undergirds our teacher licensure programs at both the undergraduate and graduate levels. What teacher leadership means to Augsburg’s Education Department is that the teachers we prepare have both the right and the responsibility to exercise leadership within their classrooms, schools, districts, and communities. Recognizing that teachers lead within the classroom is not difficult; it is accepted enough to seem like common sense. But once you get beyond the classroom walls, the concept of teacher leadership is less well established. Some would say “teacher leadership” is an oxymoron. Principals lead, not teachers. They would go on to say that teachers carry out the will of the school district by teaching the designated curriculum, following the standards determined by the state, and upholding the expectations of the community. Teachers, in other words, follow the Spring 2006 direction of others who make the decisions, creating classrooms, in turn, where students learn what they are required to learn. This philosophy exists, but it isn’t the one we believe in or work from. Certainly our vision incorporates the idea that teachers have a responsibility to the school district, the state, and the community to educate students in the best ways possible. That’s a given. But rather than simply doing what they are told, we believe teachers must— truly must—see themselves as active participants in deciding what should be taught and how to teach it. In our vision, teachers come to the table with administrators, parents, other community members, and sometimes students to define what it means to be an educated person and then to map out how that education will happen within a given setting. Teachers count themselves among the grown-ups and accept the responsibility and risks from making the decisions they make. This conceptualization of “teacher” that includes an element of leadership frightens some. Responsibility and risk bring with them accountability, but along with that they also can bring a fine sense of exhilaration, energy, and eminent satisfaction in a job well done. Roland Barth, in Learning by Heart, says, “I think of a teacher leader as one who has a positive influence on the school as well as in the classroom … all teachers have the capacity to lead the enterprise down a more positive path, to bring their abundant experience and wisdom to schools.” Like Barth, at Augsburg we believe all teachers can be teacher leaders and share in leading the collective “enterprise” of making schools positive places with learning at the heart. Teachers who understand their role in this way—risks and all—are more likely to define teaching as their vocation rather than simply their job. Vicki Olson is associate professor of education. 17 Teachers who lead, leaders who teach M MARGARET KNUTSON ’91 Fifth-grade teacher at Orono (Minn.) Intermediate School Education is the second largest major at Augsburg, with approximately 500 students across undergraduate and graduate programs. How do Augsburg students carry the qualities of teacher leadership into their classrooms? Augsburg Now invited a number of alumni and faculty who have been recognized as leaders to reflect about their careers and how they have seen themselves both as teachers who lead and as leaders who teach. Milken Family Foundation National Educator Award in 2004 My goal is to inspire students to find the learner in themselves, to challenge themselves and to find meaning in their education. To that end I have always yearned to try new things in order to find ways to more effectively connect students to learning on a real and personal level. When I discover or create methods I find successful, I share these with colleagues at my school as well as lead workshops for schools around the state. So, being a teacher leader involves keeping your mind and eyes open for new methods, being a risk taker and pioneer in applying new methods, and then not being shy about sharing your successes with others ... and to humbly educate other teachers. Above: Maggie Knutson tries to keep her students engaged in ways that challenge and inspire them to find learning meaningful. 18 Spring 2006 J JOSEPH ERICKSON Professor in Augsburg’s Education Department, and chair of the Minneapolis Board of Education My personal philosophy of teaching is based on the assumption that my primary role is to motivate learners to gather information and develop themselves—I don’t make them learn. I think that’s a kind of leadership; sparking curiosity and motivating learners. I think that is central to good teaching. In my role on the school board, I’m constantly meeting people who have opinions about what should and should not be done in Minneapolis Public Schools. It’s hard to underestimate how much rumor and gossip is out there. My role is to help educate the public when I meet people who hold information that is wrong or misleading. More importantly, I try to make sure that I take every opportunity I can to inspire optimism and confidence in MPS’s future. Sometimes inspiring confidence is even more important than competent administration. Joe Erickson brings his school board leadership experience into his classrooms at Augsburg to help future teachers understand the issues affecting school districts. J JACKI BRICKMAN ’97 Mentor at Elizabeth Hall International Elementary School, Minneapolis From my second year of teaching, my classroom has been a public place— to current and new teachers, to district officials, politicians, and parents. Teachers are at their best in their classrooms facilitating learning, and when teachers open their doors to one another and make their classrooms a public place, we are able lead and teach at the same Teachers in Jacki Brickman’s school meet regularly in study groups to share their practices and strategies in order to help each other grow. J time. Both the teacher observing and the teacher being observed can grow in their practices if they engage in reflective conversation after this shared experience. JUDY SCHAUBACH ’68 President of Education Minnesota Being a teacher and a leader are for me inseparable. In my early years as a teacher I was a strong voice for ensuring a positive work environment that included advocating for professional development opportunities, insisting on compliance with state and federal laws, and working together with the administration to insure a safe and respectful learning environment. The more I took responsibility for these issues the more I grew as a professional. Being involved at the local level and gaining a sense of empowerment was what prompted me to get Spring 2006 involved at the state and national level. As a union leader I rely on my teaching experience to help policy-makers understand what needs to be done … I believe that teachers should not be passive bystanders to what is occurring in their classrooms, schools, or communities, nor should they be silent about policies and laws that have a direct impact on their profession and the students they teach. This philosophy has been the impetus for my leadership, even when it is sometimes difficult and may be controversial. 19 Teachers who lead, leaders who teach A ADAM THRONSON ’99 Social studies teacher at Coon Rapids (Minn.) High School 2005 Anoka-Hennepin School District Teacher Outstanding Performance (TOP) award Teachers are leaders by researching and implementing new strategies into their classroom. It means you take a risk. Teachers usually try methods that other teachers have found success with, but leadership comes when you blaze a new trail by trying something new. B BRUCE PALMQUIST ’84 Professor of physics and science education at Central Washington University, Ellensburg, Wash. Washington State Professor of the Year, named by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE). I started teaching while I was a student at Augsburg. I tutored first-year physics students. This taught me that it takes more than good grades in a subject to be a good teacher. I learned that I needed to understand what the students knew and didn’t know before I could help them. … In general, a good teacher is one who leads by example. I try to make my science teaching methods courses relevant by developing interesting opportunities for my students to interact with children. My teaching methods students have been among the first at my university to teach science lessons in the local schools, to develop after-school science clubs, and to provide children with practice items for the Washington state science assessment. (To become better acquainted with Bruce Palmquist, see Auggie Thoughts on p. 32) 20 I have been a leader who teaches when I’ve accepted and encouraged the work of other teachers. This could be new programs like Link Crew or just cooperation dealing with the same student. I have been a teacher who leads by staying positive, supporting administration, and trying new things in my classroom. A ALLEN TRIPP ’69 English teacher at Rush City (Minn.) High School 2005 Leadership in Educational Excellence Award, selected by peers After 35 years of teaching English, I can look back and see many times where I have been both a teacher and a leader. The teacher role is six classes a day September through May. However, the leader role has grown on me over the years as I became more experienced in my profession and familiar with the people in the community. … Teaching ability and leadership skills are a necessary combination for any successful teacher. When I look back at my first year of teaching, I see I had the knowledge to teach effectively, but at times lacked the confidence to lead. By talking to experienced teachers and gaining experience in the classroom, the leadership skills evolved. When you demonstrate confidence in yourself as a teacher, you will clearly communicate goals to the students; and they gain confidence in themselves as learners. It’s a win/win situation. Spring 2006 A ALYSSA SNYDER ’98 President, Bethany Lutheran College, Mankato, Minn. It is in the classroom where we have the most direct impact on our students; however, it cannot end there. As educators we must challenge one another’s ideas and philosophies through professional dialogue in order to gain insight into how to better meet the needs of our learners. My top priority is having high standards for all my students. This is why I feel fortunate to be an instructor in the Weekend College program. I want to influence potential educators to advocate for all of their students, not just the smart and well behaved. A true teacher leader is willing to do this by going against the status quo knowing the student must come first. When I can influence future teachers, I can impact more students positively. D DAN BRUSS ’75 Adjunct instructor in Augsburg’s Education Department J I have been connected to the teaching enterprise of higher education nearly 25 years. As a professor I saw myself not just as a champion of my area of expertise, but primarily as a role model, an individual concerned with the wide variety of struggles students have during their college experience. For me life in the classroom was seamlessly interwoven to the life outside of it. As a college president I still see my chief function as a role model, although now my teaching crosses constituency boundaries. As an administrator I look for the professor who can have the biggest impact on students’ lives. They generally have more lasting influence than programs or buildings. JOHN-MARK STENSVAAG ’69 Charlotte and Frederick Hubbell Professor of Environmental and Natural Resources Law at the University of Iowa College of Law University of Iowa 2005 President and Provost Award for Teaching Excellence All of my great teachers led by example. Every day, I try imperfectly to emulate what my greatest teachers showed me; every day, I expect my students to outshine me in their future endeavors. The enterprise is driven by love: love of learning, love of the subject matter, and love of the students. My greatest teachers led by illustrating such love. For me, “leading” is nothing more than striving to reflect their love to a new generation of students. A POSTSCRIPT: After this story was completed, announcement came of the appointment of Augsburg history professor Bill Green as interim superintendent of Minneapolis Public Schools. As he steps from the classroom into a leadership role in a difficult situation, Green has been quoted as saying that he is “first and foremost a teacher.” Spring 2006 21 Paulson family makes major gift to the Science Center Courtesy photo In December, John Paulson, together with Norma Paulson, pledged a $1 million gift on behalf of his family to name the front entrance and atrium of the new Science Center. This is the Paulson family’s second major capital gift to Augsburg. In 2001, the family provided major funding to complete the enclosed skyway link from Lindell Library to the two-story atrium between Memorial and Sverdrup Halls. “One does not have to be on campus long to see what an important need was met by the Paulson Link,” said Stephen Preus, director of development. “This new, special gift by the Paulsons will provide for an equally important and highly attractive space.” While Paulson is not an Augsburg alumnus, three of his children and a sonin-law graduated from the College—Mary Jo (Paulson) Peterson ’80, Laurie (Paulson) Dahl ’76 and David Dahl ’75, and Lisa Paulson ’80. The motivation behind the Science Center gift, however, may date back much farther than his family’s education. Paulson served in the Second Infantry Division during World War II and was part of the Allied invasion landing on D+1 at Omaha Beach, Normandy, France, in June by Betsey Norgard Cory Ryan $1 million gift will name the new atrium John and Norma Paulson pledge $1 million for the Science Center atrium. (L to R) Dick Adamson, vice president for finance and administration; Jeroy Carlson, senior development officer; and Norma and John Paulson. 1944. He was a frontline soldier until July 28, 1944, when he was wounded during the St.-Lo breakthrough. Among the awards Paulson received were the Combat Infantry Badge, Bronze Star, and the Purple Heart. In June 2004, Paulson and his wife, Norma, traveled to France to take part in the 60th anniversary commemoration of the event that proved to be the turning point of the war. The festivities brought together thousands of people—war veterans, military officials, local people and tourists, as well as Hollywood celebrities whose acting roles had recreated the battles on movie screens. Standing in his Army uniform, wearing medals depicting D-Day service, Paulson enjoyed the commemoration. Following the ceremony, however, he noticed lines of French citizens forming to At the 60th anniversary commemoration of D-Day, Norma and shake hands and request John Paulson met and talked with actor Tom Hanks. 22 autographs from the U.S. veterans. Puzzled, Paulson finally asked someone why he wanted a soldier’s autograph. “Don’t you understand,” the Frenchman told him, “you saved our country.” Paulson recounted how vivid an impression these words made. When he thought about the statistics—the staggering numbers of soldiers who were killed or wounded during the invasion— he realized that he was, in fact, a survivor. And with that realization also came the insight that he had been blessed with many gifts in his life that should be shared with others. “I believe it is important to leave this world in better condition than it was when we arrived,” Paulson said, “so contributing to Augsburg and other worthwhile organizations is part of this process.” The Science Center atrium girft is provided in memory of Lois V. Paulson, Rose E. Paulson, and Johnny E. Paulson, by the Paulson family—John R., Sr., and Norma Paulson, John Reid Paulson, Mary Jo Peterson ’80, Deborah Stansbury, Laurie Dahl ’76, and Lisa Paulson ’80. Spring 2006 Naming the ‘Doc’ Johnson A-Club Office Office in Doc’s memory. Their gifts, with additional gifts from Louie Morseth ’51, Roger Stockmo ’54, Leroy Nyhus ’52, and Virg Gehring ’57 have made it possible. In his senior year at Augsburg, Doc Johnson was elected president of AClub. Now, it is the A-Club vice president from that year, Ron Main, helping to perpetuate Johnson’s legacy as an Auggie. Archive photo Donnis “Doc” Johnson ’52, an Auggie who died at the age of 23, well before his time, will not be forgotten by his friends. Five of his classmates and friends have joined together to name the A-Club office in the new Si Melby South Wing in his memory. Raised in the small town of Newman Grove, Nebraska—the only Lutheran Free Church congregation in that state— Johnson followed his sister, LaRhea, and several relatives to Augsburg College, 400 miles away. He enrolled in 1948, majored in physical education, and became center on the football team. After graduation in 1952 and two years in the U.S. Army at Fort Leonard Wood, Mo., Johnson returned home to a teaching and football coaching position at the Elgin (Neb.) High School. This was to be his only year of teaching, as he died of bulbar polio in November 1954. Members of his high school football team served as pallbearers. Early last year, Doc’s cousin, Mark Johnson ’54, together with Augsburg development officer Ron Main ’56, proposed a plan to name the new A-Club by Betsey Norgard “Doc” Johnson (top row, no. 28) played on the 1951 football team, along with teammate, and now development officer and donor, Ron Main ’56 (middle row, no. 38). Connections Augsburg meets Thrivent challenge Augsburg received bonus funding of $5,415 from Thrivent Financial for Lutherans for successfully meeting the GivingPlus program challenge. About 450 Lutheran schools and social service agencies were awarded portions of an $800,000 grant from Thrivent for significantly improving participation in Thrivent’s GivingPlus program, which matches contributions to Lutheran institutions by its members. In order to qualify, Augsburg needed to increase GivingPlus by 588 member donors before December. It exceeded that with a total of 693, thereby also earning $78,805 in matching funds from Thrivent under the program. The bonus funds will be used for student scholarships, curriculum development, student-oriented activities, and campus improvements. Spring 2006 Barbara Gage, president of the Curtis L. Carlson Family Foundation, was honored with the 2006 Leading Leaders award for lifelong commitment to family, career, and service to community. (L to R) Emily Anne Tuttle, Augsburg Board of Regents; Barbara Carlson Gage; and Tracy Elftmann, Augsburg vice president for institutional advancement. The Connections event, co-sponsored by Augsburg and Thrivent Financial for Lutherans, also included speakers Janice Aune ’88, chairman/CEO of Onvoy, Inc.; Augsburg regent Gloria C. Lewis, president/CEO of Big Brothers Big Sisters of the Greater Twin Cities; and Shira Hussain, Augsburg senior admissions counselor. 23 Sig Hjelmeland led fundraising efforts for 30 years Sigvald Hjelmeland ’41 was the second of four generations of Augsburg graduates and spent three decades at Augsburg leading fundraising efforts that made possible a number of major capital projects. He died on Dec. 25 at age 90. Hjelmeland returned to Augsburg in 1952 to serve as the College’s first director of development. Major campaigns he headed led to the completion of the George Sverdrup Library, Christensen Center, Urness Hall, and Foss Center. He is best remembered by colleague Jeroy Carlson ’48 as “meticulous.” In the late 1950s, as donor and giving programs were being created, Hjelmeland drew on his expertise and passion for detail to create a manual accounting system and bookkeeping procedures for donor gifts. This included the use of a bank book to help donors track their monthly pledge payments. In 1963, as the College moved through the transition from the Lutheran Free Church (LFC) into the American Lutheran Church, Hjelmeland, with his Norwegian LFC background, served a valuable role in helping many of Augsburg’s longtime LFC families stay part of and feel connected to Augsburg. “He spoke Norwegian and had a great sense of humor,” Carlson says, “not just American humor, but Scandinavian humor as well.” Hjelmeland’s relationships helped to foster a culture of philanthropy that has nurtured many of Augsburg’s current donors. In 1986, Hjelmeland, with his wife, by Betsey Norgard Three generations of Hjelmeland Auggies: Sigvald Hjelmeland ’41, who is survived by his wife, Helen; (back row, L to R) James Clarke and daughter Laurene (Hjelmeland) Clarke ’64; son John ’70 and Lynn (Benson) ’69 Hjelmeland; and granddaughter Jennifer (Hjelmeland) Stewart ’00. Helen, and son and daughter-in law John ’70 and Lynn (Benson) ’69, established a scholarship in the name of his father, John Hjelmeland, who graduated from Augsburg Academy, College, and Seminary. In 2003, Sig Hjelmeland received the Spirit of Augsburg award for his dedication and long service to the College. Hjelmeland is survived by his wife, Helen; two children, Laurene and John; seven grandchildren; and five greatgrandchildren. The family has directed memorial gifts to the Rev. John Hjelmeland Scholarship Fund. Faculty-staff giving boosts campaign From September through December, guided by a faculty-staff campaign committee, employees of Augsburg raised the bar on giving and encouraged awareness of a philanthropic culture. A generous matching fund, matches from Thrivent Financial for Lutherans for its members, and contacts from committee members helped to significantly increase both the dollar amount and the rate of giving within the Augsburg community. 24 Through December 31, an additional total of $133,000 was given or pledged by employees of the College, beyond the $635,000 since the campaign’s launch. Even more important, however, was the increased rate of participation in the campaign—to more than doubling the overall rate of 17% in 2004-05. By the end of the year, the giving rate for full-time faculty and staff exceeded 50%. Spring 2006 AAlumni LUMNINews NEWS From the director of Alumni Relations… A ugsburg College is in the midst of many exciting changes this spring. Our first group of MBA students will graduate in May, along with candidates from our other master’s programs in leadership, education, nursing, physician assistant studies, and social work—plus our undergraduates from the day, weekend, and Rochester programs. Congratulations to you all! The campus face is changing, too. I hope that you have had an opportunity to view the artist renderings of the planned Science, Gateway, and Si Melby additions. We welcome you back to campus to tour the grounds this spring and summer—our grounds crew does an amazing job beautifying the campus! In Alumni Board news, three members will end their terms this spring. We would like to thank Beth Torstenson ’66, Andy Morrison ’73, and Paul Mueller ’84 for their dedication and hard work during their tenures. We hope to see them at many events in the future. Thank you! Alumni Relations, along with Advancement Services and Information Technology, are pleased to announce the newly launched Augsburg Online Community, which will help you stay informed and involved with Augsburg via the Internet. See the information below for details. Planning for Homecoming 2006 is well underway. This year’s theme is “Watch Us Soar,” and events are scheduled this September 25-30. Watch your mailbox for your Homecoming brochure in August. We have made changes to the usual Saturday activities, and we encourage all alumni, family, and friends to join us. We look forward to hosting you at an Augsburg event in the near future. Please let the Office of Alumni Relations know if you will be in the metro area this summer—we would love to show you the campus! Heidi Breen Director, Office of Alumni Relations Introducing Augsburg’s new online community A ugsburg’s online community has been developed just for you— alumni, friends, parents, and donors of the College. The new online community will help you stay informed and involved with Augsburg via the Internet. This is a great way to stay connected! Visit the site and register today so that you can take advantage of the great new features to keep you connected to your Augsburg friends and classmates. You’ll find: Alumni Directory • Learn where your classmates and friends are, and what they’ve been doing since graduation • Connect with other alumni in your area of the country • Update your personal profile so your classmates can get in touch with you Spring 2006 Class Notes Tell us what you’ve been up to! As part of your personal profile you can now submit class notes online for possible publication in Augsburg Now. programs, and of course, Access to Excellence: The Campaign for Augsburg College. Giving online is easy and secure—and there’s no need to be a registered user to donate. Events Wondering what events are taking place for Augsburg alumni? The online community is the place to search and register for events specifically for alumni and friends of the College. Check back often to learn about upcoming Auggie Hours, parent events, or just to find out the most up-to-date news around the Augsburg campus. It’s EASY Simply go to www.augsburg.edu/alumni Online Giving You asked, and we listened! Making a contribution to Augsburg has never been easier. Simply visit Augsburg’s online community and click on the “Give Now” link to donate online. Otherwise, click on “Giving at Augsburg” to learn about planned giving, our various giving It’s FAST Moving? Changing your e-mail address? New addition to your family? Let us know instantly by logging in and updating your information. QUESTIONS? If you have any questions, first read through the information on the Augsburg online community website. If you still have questions, send an e-mail to <healyk@augsburg.edu>. 25 Alumni Events SUMMER AUGGIE HOURS Please join us for these upcoming alumni events (see also the college-wide calendar on the inside back cover for additional Augsburg events); unless otherwise noted, call 612-330-1178 or 1-800-260-6590 or e-mail <alumni@augburg.edu> for more information. March May 16 5 Graduation reception for all undergraduate and graduate business students, Marshall Room, Christensen Center, 4-6 p.m. April 9 Alumni tour to China departs 18 Alumni Board meeting, Christensen Center, 5:30 p.m. 18 27 Senior reception hosted by the Alumni Board in honor of the Class of 2006, East Commons, Christensen Center, 4:30-6 p.m. WECAN meeting (Weekend College Alumni Network), 6-8 p.m., Riverside Room, Christensen Center WECAN meeting (Weekend College Alumni Network), 6-8 p.m., Riverside Room, Christensen Center April Join a variety of alumni who are actively involved in the Twin Cities theatre community; location TBA. May W.A. Frost & Company, Historic Cathedral Hill—Dacotah Building, 374 Selby Ave., St. Paul, 651-224-5715 June Maynard’s Restaurant, 685 Excelsior Blvd, Excelsior, Minn. (located in the southeast corner of Excelsior Bay on Lake Minnetonka), 952-470-1800 August Campiello, 1320 West Lake St., Uptown Minneapolis, 612-825-2222 June 20 Alumni Board meeting, Christensen Center, 5:30 p.m. 25 Rochester Weekend College graduation banquet, Rochester Country Club, 5-8 p.m. Commencement 2006 Augsburg Associates Spring Seminar Softball and baseball alumni receptions The Augsburg Associates invite you to their 20th Annual Spring Seminar, Saturday, April 1, 8:30-11:30 a.m. at Foss Center. This year’s guest speakers include Augsburg professor of religion Brad Holt ’63, Tsehai Wodajo, and Ann (Tjaden) Jensen. Wodajo emigrated from Ethiopia 15 years ago and received her MSW from Augsburg in 1997. Jensen served in the Peace Corps in Ethiopia after graduating from Augsburg in 1964. They are founders of REAL (Resources for the Enrichment of African Lives). Registration is $15 per person, payable in advance (this includes refreshments and materials). Call your old teammates and join us at these upcoming receptions! Softball alumni are invited to gather at 5 p.m., Thursday, April 20, prior to the game against Carleton College; for more information, contact Carol Enke at 612-330-1250 or <enke@augsburg.edu>. Baseball alumni are invited to gather at 1 p.m., Saturday, April 29, prior to the game against Macalester College; contact Keith Bateman at 612-330-1395 or <bateman@augsburg.edu>. 26 Auggie Hours are held the second Tuesday of each month from 5:30-7 p.m. Please join us! Reunion celebrations Attention Auggies from the classes of 1956, 1966, 1981, and Young Alumni 1990-2006: this is your reunion year! Plan now to join your classmates this September 25-30 for the annual Homecoming festivities and your reunion reception. Watch your mail and upcoming issues of Augsburg Now for complete details; please let us know your current e-mail address at <alumni@augsburg.edu>. You can also stay up-to-date by visiting the alumni website at <www.augsburg.edu/alumni>. Spring 2006 CLASS NOTES Class Notes 1956 Richard Thorud, Bloomington, Minn., has pursued a hobby of writing, illustrating, publishing, and marketing books since his retirement as a research and development engineer. His seventh book, Mette Marie’s Homestead Journal, is based on his mother’s childhood memories of living in a sod hut in North Dakota; for more information, go online to <www.amazon.com>. 1967 Rev. Harley J. Refsal, Decorah, Iowa, is a professor of Scandinavian folk art and Norwegian at Luther College. He has earned national and international acclaim for his figure woodcarving— including a St. Olav Medal in 1996 from the king of Norway. Besides teaching at Luther, he has written four books and numerous magazine articles. He’s also the star of an instructional video, Scandinavian Style Figure Carving with Harley Refsal, which earned a prestigious 2005 Telly Award. John N. Schwartz is serving as interim president and chief executive officer of St. Patrick Hospital and Health Sciences Center in Missoula, Mont. He previously served as interim president of Providence Medford Medical Center in Medford, Ore., and has 30 years of experience in the healthcare field and a long history in management. 1969 Allen C. Tripp was one of four Rush City, Minn., teachers selected by their peers for the Leadership in Excellence Award, which honors their teaching quality and commitment. The awards were presented in October at a banquet in St. Cloud. Tripp has been an English teacher at Rush City High School since 1970. In addition to teaching English, he has directed class plays and all school plays for 14 years and has been a junior high speech coach for 15 years. He has also served as an assistant track coach for 20 years. His wife, Linda, teaches first grade at Jacobson Elementary School. They have two sons, Ryen, 29, and Justin, 23. See more about Allen on p. 20. AUGGIES AT CARNEGIE HALL 1977 Timothy Strand was elected mayor of the City of St. Peter (Minn.) in November in a landslide victory. Strand, who by election time had served two years of a four-year term as a Ward II council member, was anxious to start his new role. “I’m very excited, and the first thing that comes to my mind is that I’m proud to have been elected,” he said in a postelection article in the St. Peter Herald. Patricia Clausen Wojtowicz, Largo, Fla., is manager of Jan (Pedersen) Schiff ’68 of Mill Valley, Calif., will be a guest conductor at Carnegie Hall on April 24, performing two works for women’s chorus and orchestra. The concert is part of MidAmerica Productions’ 2005-2006 concert series. Courtesy photo AUGGIE HONORS Ora Hokes ’90 of Minneapolis was one of 10 recipients of the 2005 Virginia McKnight Binger Award in Human Service. The awards are an annual tradition of The McKnight Foundation, and each recipient exemplifies the life-changing difference one person can make through service. The following is reprinted from the award program: Ora Hokes is transforming the health of her community Sunday by Sunday. A member of the Greater Friendship Missionary Baptist Church for 25 years, Hokes saw the alarming health-related risk factors affecting the African American community, and took action. In 2003, after years of service with the Sabathani Community Center and its Way to Grow program, she began volunteering with the American Red Cross and the American Heart Association. Working with her pastor, she created the Health Sundays program to provide monthly health information to her congregation. Partnering with nurses and others from the congregation, and using additional resources from the American Cancer Society and the Stairstep Foundation’s Health Initiative, she implemented monthly blood pressure checks, distributed health information on sexually transmitted diseases, instituted a “Stomp Out Stroke” awareness program, and started the Promised Land Fellowship walking program which focuses on weight loss, nutrition, and exercise. “My mother was my inspiration,” Hokes says. “She had the gift of healing.” Hokes is a lifelong advocate for continuing education. She returned to school after her two children were grown, and has since received an Associate of Arts degree from Minneapolis Community College, a Bachelor of Arts degree from Augsburg’s Weekend College, a Master of Arts degree from the University of St. Thomas, and a parent educator license from the University of Minnesota. It seems no challenge is too big for Ora Hokes. Spring 2006 27 Class Notes Courtesy photo ALUMNI PROFILE Mike and Gail Koski: Traveling the missionary road by Sara Holman ’06 Working in the mailroom, falling in love with a fellow coworker, graduating in four years, and preparing for a bright future were just a few of the things that Mike and Gail (Niederloh) Koski accomplished while attending Augsburg. However, finding their joint calling to become missionaries happened just months after their marriage. Married in October 1972, the following July carried the Koskis across the ocean to Africa. Mike, a 1971 graduate, came to Augsburg and studied history and secondary education. Gail graduated one year later with a B.A. in French secondary education. Both came from congregations that were involved in missionary work, yet each confesses that overseas missionary work had not been a part of their plan. When the inspiration came, Mike recalls, “It was an answer to prayer.” “We just understood that this was the way God would want us to use our gifts and abilities,” Gail said. Mike ’71 and Gail ’72 (Niederloh) Koski have traveled the world as missionaries since meeting and graduating from Augsburg more than 30 years ago. After 32 years of missionary work in Kenya and Zaire (now the Democratic Republic of Congo), the Koskis are currently awaiting their next assignment. The couple works with the Minneapolis-based mission organization World Mission Prayer League (WMPL). When choosing a mission group, “WMPL resonated well. Its principles, policies, and practices fit the best,” Mike said. Every four years, the couple comes back to the United States on furlough. During this one-year break, the missionaries continue their work and await news about their future destination. The Koskis were called back in September 2005. The couple’s mission experience started in Zaire where they worked in a rural setting, often connecting with nomadic tribes. It was the couple’s responsibility to learn the language and culture and then present the gospel in a way that would be understood. Their time in Zaire was limited to only four months, and then their assignment changed. Kenya has been a very permanent place for the Koskis’ mission work. They spent many years in the agricultural parts of northern and western Kenya but have been stationed in the city of Nairobi for the past 10 years. Mike became assistant director of the Urban Ministries Support Group (UMSG) in 1995 and then moved up to the director position in 1999. Gail’s work has consisted of many facets: UMSG resource center librarian, ESL teacher, Sunday school supervisor, and mission hostess. She was also in charge of home-schooling their three children. Now fully grown, their children have all graduated college and live and work at various places within North America. The Koskis’ main goal in Nairobi was to help develop leadership within the Lutheran church. With strong leadership skills instilled, the church was able to discuss and respond to societal ailments such as poverty and HIV. To reach more people within the city, one church decided to split the congregation into five groups and build five new churches. Everything was planned and prepared ahead of time: pastors were found, worship teams were formed, and everything transitioned very smoothly. The five new congregations each held a special characteristic that made it fit perfectly into its new part of the city. For example, in the area where many university students lived, the church emphasized youth activities and provided a contemporary worship service. The couple’s greatest excitement is to see their fellow church members’ faith development. “We’ve been doing this for so long that we get to see young people grow into adults. We are able to see how their faith keeps growing and then how it impacts their families, vocations, and communities.” Kenya holds a special place in both the Koskis’ hearts. They enjoyed the vibrant colors and temperate climate, but it was the people-oriented culture and relaxed pace of living that really appealed to the couple. Being concerned about people and taking time to establish relationships is a big part of missionary work, and the Koski family praises God for the rich experiences that were shared in Kenya. Sara Holman is a senior English/communication studies major. 28 Spring 2006 accreditations at Forensic Quality Services, Inc., in Largo. Courtesy photo STENSVAAG-DARDA WEDDING (CORRECTION) 1979 1980 Nancy (Weatherston) Black, Cornelius, Ore., is a serial cataloger for Millar Library at Portland State University. Rev. David L. Norgard, West Hollywood, Calif., has established a consulting practice for churches and other nonprofits in the area of organizational development. He can be contacted at <davidnorgard@yahoo.com>. 1982 Kevin Gordon, International Falls, Minn., was quoted in an article in the St. Paul Pioneer Press newspaper about his son, Ben Gordon, who is a sophomore forward on the University of Minnesota Gopher hockey team. Ben acquired his hockey skills growing up playing on outdoor rinks and from his father, a former International Falls High School coach and an Augsburg All-American. Spring 2006 The above photo from the July 2004 wedding of Rebecca Stensvaag ’01 and Paul Darda ’01, which features more than 40 Augsburg alumni, contained unintentional inaccuracies in the winter issue of the Augsburg Now. The correct information is as follows: ROW 1 (L to R): Cindy Huber Blummer ’01, Emma Stensvaag ’08, Ruth Casperson ’67, Hannah Mehus Stensvaag ’38, Rebecca Stensvaag Darda ’01, Paul Darda ’01, Nancy Strommen Stensvaag ’71, John-Mark Stensvaag ’69, Stephanie Johnson Sulzbach ’71, John Sulzbach ’69, Jean Boxrud Steen. ROW 2: Roland Blummer ’00, Mary Kay Johnson Stensvaag ’72, Ken Casperson ’70, Peggy Nelson Hintzman, Gladys Boxrud Strommen ’46, Hans Strommen ’04, Andrea Johnson Strommen ’75, Bob Strommen ’74, Roy Steen. ROW 3: Normajean Johnson Strommen ’69, Saul Stensvaag ’72, Ann Peterson ’01, Tony Quance ’03, Tjersti Strommen ’07, Adam Thronson ’99, Marsha Strommen Olson ’68, Dawn Hofstad Strommen ’70. ROW 4: Peter Strommen ’69, Mary Nelson Eckberg ’70, Brad Fischer ’03, Heidi Peterson ’03, Mark Peterson ’01, Mary Ellen Strommen Lieber ’67, Tim Strommen ’70. ROW 5: John Eckberg ‘68, Ben Paul ’03, Ainy Carlson, Jeroy Carlson ’46, Phil Edstrom ’69, Luther Strommen ’40, Steve Strommen ’65. 1984 Bruce Palmquist, Ellensburg, Wash., was honored as the 2005 Washington State Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE). Palmquist is a physics and science education professor at Central Washington University, and is highly regarded for his commitment to improving public understanding of basic scientific principles and working to develop skills in the next generation of science teachers needed to successfully bring about a scientifically literate society. In his dual role as a physicist and a teacher educator, Palmquist has taken on many AUGGIES ON THE ROAD Courtesy photo Paul Daniels, archivist for ELCA Region 3 and archivist/curator at Luther Seminary, traveled to Chennai (Madras), India, to assist the Lutheran Heritage Centre at Gurukul Theological College on several projects. Daniels had served there 12 years ago when the archives center was just beginning its work of collecting and making available records of the 12 Indian Lutheran church bodies. Over the years he has maintained contact with the staff, working on issues of collection development, preservation, and program expansion. Daniels and his wife, Sally (Hough) ’79, director of parent and family relations at Augsburg, live in Golden Valley, Minn., and have two daughters, Kristin ’09 and Maren. Jennifer Tome ’99 (left) of Minneapolis visited Mary Olson ’74 (right) in October at Airlie Winery, Olson’s winery in Monmouth, Ore. Tome is a wine representative for Grape Beginnings. 29 Class Notes initiatives, including developing a new CWU program at Green River Community College in Auburn, called Project TEACH (Teacher Education Alliance for Colleges and High Schools). In 2004, Palmquist was also named the CWU Distinguished Public Service Professor. 1988 Brad Anderson, Plymouth, Minn., teaches biology and human genetics at Wayzata High School. He also serves as head football coach, and this past season led the Trojans to capture the 2005 state championship. He and his wife, Maari Anderson ’87, have two daughters, Barrett and Isabelle. 1990 Kay E. Baker, Savage, Minn., is an account director hired to set up the new Minneapolis office of the Jerome Group, a direct marketing support firm based in St. Louis, Mo. She was recently featured as a “Mover” in the business section of the St. Paul Pioneer Press newspaper. 1992 West Central Initiative in Fergus Falls, Minn., as a Connectinc Replication Project executive. She has several years of experience in the service industry, including serving as a board member for Restart Inc. 1996 Julie (Lindusky) Corcoran, Forest Lake, Minn., was elected in November to a four-year term on the ISD 831 School Board. She and her husband, Mike, have three children. Paul Wahmanholm, St. Paul, is an administrative intern for Dayton’s Bluff Elementary School in the St. Paul Public Schools district. Debra Carpenter has joined Courtsey photo HINTON-HANSEN WEDDING 1997 Lars P. Dyrud, Amesbury, Mass., was one of approximately 70 selected worldwide by the Young Scientists Award Panel to attend the Union RadioScientifique Internationale (URSI) General Assembly at the Vigyan Bhavan in New Delhi, India, last October. Participants were also given the opportunity to meet with the president of India at the Rashtrapati, the official presidential residence. 1998 Melanie Hinton ’04 married Mark Hansen in October; the couple resides in Kasson, Minn. Melanie is a registered nurse and assistant nursing supervisor at the Mayo Medical Center. Ann Rohrig, Lima, Ohio, married Stephen Jenkins in June, becoming a stepmother to two children. She is a social worker for a therapeutic foster care agency in Lima. AUGGIES IN THE MILITARY Lewis Nelson ’00, pictured here with his wife, Holly, is currently deployed to Iraq in support of Operation Iraqi Freedom. He is in the U.S. Army serving with the 506th Infantry Regiment of the 101st Airborne Division (AASLT), and is in charge of the signals intelligence analysis section for the brigade. Lewis’ wife and two children, Benjamin, 2, and Arianna, 9 months, reside in Clarksville, Tenn. The family maintains a website at <www.nelson downs.com> and welcomes any e-mail messages for Lewis at <lewis@nelsondowns.com>. 30 2000 Mauris De Silva, Miami, received a Ph.D. in materials science and engineering from the Department of Chemical Engineering and Materials Science at the University of Minnesota in May. He now works in the Department of Ophthalmology at the University of Miami’s Miller Medical School of Medicine. 2001 Greg Barrett, St. Paul, graduated from the University of St. Thomas with a master’s degree in gifted and talented education. Becki Frestedt, Seattle, received a Master of Public Administration from the Evans School of Public Affairs at the University of Washington in June. She works for a community development organization, where she coordinates outreach for a land use study in the city. Beth Nordin, Minnetonka, Minn., was named vice president of information technology by CHS Inc., an energy and grain-based foods company. She previously served as vice president of operations for Capella Education. Prior to Capella, she held several positions with Pearson Education, including senior vice president of information technology and chief information officer. 2003 Shawn Smith was acquired by the Quad City Mallards from the Port Huron Flags. Smith is a rookie-defenseman who has appeared in 14 United Hockey League games this season split between the Fort Wayne Komets and the Port Huron Flags. Births/Adoptions Lisa (Svac) ’85 and Lee Hawks ’85 in New Brighton, Minn., adopted a son, Andrew John, in December. Spring 2006 Carley (Miller) ’94 and William Stuber in Shakopee, Minn.—a daughter, Kirsten Rae, in May. Carley is executive director of the St. Francis Regional Medical Center Foundation in Shakopee. Jay Lepper ’95 and his wife, Bronwyn, in Savage, Minn.—a daughter, Rowan Jane, in May. Jennifer (Polis) ’97 and Dan Debe in Minneapolis—a son, George William, in September. He joins older sisters Allison, 5, and Emily, 3. Jennifer can be reached at <jendebe@ yahoo.com>. Summer Joy (Sorenson) ’99 and Jeffrey Brackhan in Mondovi, Wis.—twin boys, Cole and Dakota, in February 2005. Heidi (Erickson) ’01 and Matt Segedy in Minneapolis— a daughter, Eleanor Catherine, in November. Matt is a pediatrician at South Lake Pediatrics, and Heidi is currently home with Nora. in November. Lisa (Ashbaugh) ’04 and Darrel Stange in Bertha, Minn.— a son, Nathan, in September. Lisa and Darrel married in October. In Memoriam Bertha D. Lillehei ’34, Minneapolis, died in January; she was 92. Following the example of her father, Lars Lillehei, who taught Greek at Augsburg, Bertha taught English at Augsburg in the 1930s and ’40s. Sigvald Hjelmeland ’41, Edina, Minn., died in December; he was 90 (see p. 24 for further details). Rev. Earl E. Dreyer ’56, Detroit Lakes, Minn., died in December of heart-related problems; he was 75. Ordained in 1959, he served parishes in Alexandria, Rochester, Canby, and Detroit Lakes. Holly Ebnet ’03 married Jeremy Knutson in August 2004; the couple resides in Hugo, Minn. Holly is pursuing an MBA at Augsburg, and Jeremy is a pipefitter for Yale Mechanical in Bloomington. The couple can be reached at <hknutson04@yahoo.com>. NEVE-KNUTSON WEDDING Paul A. Benson ’85, Willmar, Minn., died unexpectedly in December; he was 42. He was a financial controller for West Central, Inc., and previously worked for R.J. Ahmann Company and Twin City Group. Rev. Louisa (Goplen) Fure ’95, Albert Lea, Minn., died in December after an automobile accident; she was 53. Ordained in 1999, she served as an associate pastor at Trinity Lutheran Church in Owatonna. She was also active in community theatre, with roles in Sommerset Theatre of Austin, Little Theatre of Owatonna, and Footlights Dinner Theatre in Rochester. Jason Jenness ’01 died in July 2001 of Non-Hodgkin’s lymphoma; he was 31. Spring 2006 EBNET-KNUTSON WEDDING Courtsey photo Marissa (Skowronek) ’02 and Michael Partridge in St. Michael, Minn.— a son, Logan Michael, Courtsey photo C.J. Beaurline ’94 and his wife, Christin, in Ham Lake, Minn.—a son, Basil, in December. He joins older siblings Savanna, 7, Simeon, 4, and Sophia, 2. C.J. is a sales engineer at Vector Design Technology, and has also served as an NCAA hockey referee in the WCHA for eight years. He can be reached at <cbeaurline@ vectordesigntech.com>. Niels Neve ’97 married Darlene Knutson in September; the couple resides in Pine Island, Minn. Niels is an account representative at UnitedHealth Group, and Darlene works for the Mayo Clinic in cytogenetics. 31 AUGGIE THOUGHTS Auggie Thoughts Editor’s note: Bruce Palmquist ’84 was honored as the 2005 Washington State Professor of the Year by the Carnegie Foundation for Advancement in Teaching and the Council for Advancement and Support of Education (CASE). Eschewing the normal media interviews that accompany such honors, Palmquist decided to introduce himself to readers through the eyes of his best canine friend, Jack. Bruce DOES know Jack, or Jack, Bruce’s Jack Russell Terrier, interviews Bruce about teaching Bruce: I like answering students’ questions and helping them make sense of concepts they are having problems with. Some professors go into the classroom with an elaborate presentation all planned out. But, that’s not me. I know where the class should end up by the end of the week. And, I have planned, in general, how we will get there. But, the students help create the path with their specific needs and questions. J: You often teach late night astronomy labs or organize public observing sessions that go late. How can you stay up so late and still get up at 5 a.m. to take me outside? B: Well, it isn’t easy. The Central Washington University Astronomy Club helps out a lot. In fact, they plan most of the late observing sessions you mentioned. But, I think it is important that introductory astronomy students get familiar with the nighttime sky. The best way to learn about the night sky is to observe it with some expert help. By the way, taking you out at 5 a.m. is better than cleaning up after you in the house. J: Speaking of expert help, you write a weekly astronomy column … B: I hope Augsburg Now doesn’t misspell that as “weakly column.” 32 J: It would be a Freudian slip if they do. Anyway, why do you volunteer your time to write a newspaper column in the Ellensburg Daily Record? B: Science is such an important topic. And, it is woefully under covered in the popular press. Astronomy is a very attainable topic. The stars and planets are always up there for people to see. And, I have selfish reasons for writing the column, as Bruce Palmquist ’84 and his “interviewer,” Jack well. If my column helps the general public have a requires students to write about science more positive outlook toward science, and to design scientific experiments. they are more likely to support science Simply memorizing facts will not result teaching in the schools and universities. in a good WASL score. And, the WASL’s emphasis on designing experiments J: Talk a little bit more about science means that teachers will need to include in the schools, especially the state’s more experiments and the analysis of standardized test called the experiments in their classroom. This is a Washington Assessment of Student good thing. Learning, or WASL. J: What is your favorite constellation? B: Even dogs know that the WASL is a sensitive subject. In general, children are B: Canis Major, the great dog. During the over-tested. I think no child gets left winter, it is low in the southern sky. behind, because they leave such a long paper trail of standardized test sheets. J: Good answer. But, the science WASL is much better than the typical multiple choice For more about Bruce Palmquist’s thoughts standardized test. The science WASL on teaching and leadership, see p. 20. Spring 2006 Courtsey photo Jack: What is your favorite aspect of teaching? CCalendar ALENDAR Music April 29 March 27 For music information, call 612-330-1265 Augsburg Concert Band 7 p.m.—Hoversten Chapel Sverdrup Visiting Scientist Lecture: “Civilization as a Geosystem: A Scientific Perspective on Global Change” Dr. Thomas H. Jordan, university professor, Department of Earth Sciences, University of Southern California 8 p.m.—Hoversten Chapel 612-330-1551 or gregoire@augsburg.edu March 28 Augsburg Jazz Ensemble 7 p.m.—Hoversten Chapel March 29 Augsburg Choir 5:30 & 7 p.m.— Mt. Olivet Lutheran Church; Minneapolis April 1 Augsburg Choir 7 p.m.—St. John Lutheran Church Owatonna, Minn. April 30 Musical celebration honoring the service of President William V. and Anne Frame 2 p.m.—Central Lutheran Church Minneapolis May 8–21 Augsburg Choir Tour to Hungary, Czech Republic, & Germany April 2 Theatre Augsburg Choir 8:45, 10, & 11:15 a.m.—Calvary Lutheran Church; Golden Valley, Minn. For ticket information, call 612-330-1257 Riverside Singers 9:30 & 11 a.m.—Mt. Calvary Lutheran Church; Excelsior, Minn. Metamorphoses By Mary Zimmerman Directed by Darcey Engen April 7, 8, 20, 21, & 22 at 7 p.m.; April 9 & 23 at 2 p.m. Tjornhom-Nelson Theater Augsburg Choir 4 p.m.—Cambridge Lutheran Church Cambridge, Minn. Brass in the Chapel Joint concert of the Augsburg & St. Thomas brass ensembles 7:30 p.m.—Hoversten Chapel April 9 Masterworks Chorale 4 p.m.—Lake Nokomis Lutheran Church Minneapolis April 22 Augsburg Symphony Orchestra 4 p.m.—Sateren Auditorium April 23 Riverside Singers 8:30 & 11 a.m.—Mayflower Congregational Church; Minneapolis April 26 Chamber Music Recital & High Tea 4 p.m.—Sateren Auditorium & Arnold Atrium April 7–23 Exhibits For gallery information, call 612-330-1524 April 7–May 7 All-Student Juried Art Exhibition Opening reception: April 7, 4:30–6:30 p.m. Gage Family Art Gallery April 7–May 14 Senior Art Exhibition Opening reception: April 7, 5–7 p.m. Christensen Center Art Gallery Seminars, Lectures, and Films January 25–May 20 Augsburg Native American Film Series www.augsburg.edu/home/ais/filmseries/ April 12 Speech and booksigning by Norwegian Crown Princess Martha Louise 4 p.m.–6 p.m.—Hoversten Chapel 612-330-1176 or jorgensd@augsburg.edu Other Events April 18 Pan-Afrikan Year-End Celebration 6–9 p.m.—Christensen Center 612-330-1022 or bolden@augsburg.edu April 27 Senior Athletes Award Banquet 6–9 p.m.—Christensen Center 612-330-1243 or grauerp@augsburg.edu May 5–6 Commencement 2006 Featured speaker: Dr. Peter Agre ’70 Recipient of the 2003 Nobel Prize in Chemistry www.augsburg.edu/commencement/ May 22 Third Annual Healthcare Conference: “Building Minnesota’s Healthcare Workforce Through Diversity” 8 a.m.–5 p.m.—Melby Hall www.augsburg.edu/healthcare Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. __________________________________________________________________________________________________________________ Maiden name Class year or last year attended Full name __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ E-mail Home telephone ■ Okay to publish your e-mail address? __________________________________________________________________________________________________________________ Employer Position Work telephone Is spouse also a graduate of Augsburg College? ■ Yes ■ No If yes, class year_______________ __________________________________________________________________________________________________________________ Maiden name Spouse name Your news: ________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 2211 Riverside Avenue Minneapolis, MN 55454 Non—Profit Org. 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Title: Augsburg Now Winter 2005-06
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Winter 2005-06 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 68, No. 2 TA B L E O F C O N T E N T S Winter 2005-06 FEATURES 10 Putting a fresh ‘face’ on Augsburg by Lynn Mena 12 Jeroy Carlson ’48—’Mr. Augsburg’ by Sara Holman ’06 ...
Show more A P U B L I C AT I O N Winter 2005-06 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 68, No. 2 TA B L E O F C O N T E N T S Winter 2005-06 FEATURES 10 Putting a fresh ‘face’ on Augsburg by Lynn Mena 12 Jeroy Carlson ’48—’Mr. Augsburg’ by Sara Holman ’06 14 Physician Assistants—increasing healthcare access by Cynthia Hill 18 A chance to skate by Don Stoner 20 Faith in the City by Betsey Norgard DEPARTMENTS 2 Around the Quad 6 Sports 23 Vision, news of Access to Excellence: The Campaign for Augsburg College 26 Alumni News 28 Homecoming 2005 32 Class Notes 40 Auggie Thoughts inside back cover Calendar A college of the Evangelical Lutheran Church in America, Augsburg College is an equal education/employment institution. Editor Betsey Norgard Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Photographer Stephen Geffre Media Relations Manager Judy Petree Sports Information Coordinator Don Stoner www.augsburg.edu Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 50 percent recycled paper (10 percent post—consumer waste) On the cover: On this page: Samuel Gross ’03 shows off a sampling of merchandise that carries the Auggie Eagle athletic logo he created for the College, a project that began in a graphic design class. Photo by Stephen Geffre. The maroon banners on the Link between Sverdrup and Memorial Halls, and Lindell Library pale in comparison to the blazing fall colors of the maple trees alongside the library. Photo by Stephen Geffre. AROUND QUAD Around THE the Quad New regents are elected to the board S even new members were elected to four-year terms on the Augsburg College Board of Regents at the annual meeting of the Augsburg Corporation in October. In addition, Gloria C. Lewis was reelected to a second six-year term. She is the executive director and CEO of Big Brothers Big Sisters of the Twin Cities and serves on the Marketing and Executive Committees of the board. Esperanza Guerrero-Anderson A native of Nicaragua, Esperanza Guerrero-Anderson is founder, president, and CEO of Milestone Growth Fund, Inc., a nonprofit venture capital fund providing capital to minority entrepreneurs. She also serves on the boards of the Bush Foundation, Walker Art Center, Center for Ethical Business Cultures, and Chicanos-Latinos Unidos en Servicio (CLUES). Norman R. Hagfors Recently retired from Norsen, Inc., the management and engineering consulting firm he founded, Norman Hagfors is returning to the Board of Regents, where he served from 1989-2001. He is active in the community and his church. Jodi Harpstead Jodi Harpstead is vice president and chief advancement officer at Lutheran Social Service of Minnesota, where she leads marketing, fundraising, public 2 relations, and public policy. She has served on several boards, including Thrivent Financial for Lutherans and the Girl Scout Council of St. Croix Valley, as well as in numerous volunteer leadership positions. Dean Kennedy ’75 Fridley native Dean Kennedy graduated from Augsburg in 1975, where he was a four-year wrestler with conference and All-American honors. In 1996, he was inducted into the Augsburg Athletic Hall of Fame. He is president of Texakoma Oil & Gas Corporation and lives in Plano, Texas. Dean C. Kopperud Returning to the Augsburg Board of Regents where he served from 19982004, Dean C. Kopperud brings 20 years of experience in the financial services industry. Most recently he was national sales director for Oppenheimerfunds, Inc., in New York. Marie O. McNeff In 2000 Marie McNeff retired from Augsburg, where she served as professor of education and dean for over 30 years. As academic master planner during her last year before retirement, she led efforts to bring together faculty and staff in a campuswide learning community and created the blueprint to implement academic provisions of Augsburg 2004, the College’s first vision document. Paul S. Mueller, M.D. ’84 Dr. Mueller is an internal medicine consultant at the Mayo Clinic in Rochester. He has served as Augsburg Alumni Board president and was an instrumental force in launching Augsburg’s Rochester program. The Augsburg Corporation is comprised of representatives elected by the assemblies of the Minneapolis, Saint Paul, Southeastern Minnesota, and Northwest Wisconsin Synods of the Evangelical Lutheran Church in America. The bishops from these four synods serve as rotating ex officio members on the board. Bishops Peter Rogness of the Saint Paul Area Synod and Harold Usgaard of the Southeastern Minnesota Synod will begin their service in January. Advent Vespers video wins Emmy Last year’s video recording of Advent Vespers won an Upper Midwest regional Emmy for director Jeffrey Weihe at Twin Cities Public Television for best direction of a live recording. The 2004 recording will be shown again this year in the Twin Cities: TPT-2 on Dec. 25, 10:30 a.m. and TPT-17 on Dec. 24 at 6 p.m. and Dec. 25 at 12 a.m., 6 a.m., and noon. Contact public television stations elsewhere for broadcast times. Winter 2005-06 Welcome to the Class of 2009 American Indian honors given While attending new student orientation with his daughter, Christina, Rory Waller decided it was time for him to pursue his own dream to teach. W hen President Frame welcomed incoming first-year students and their parents at orientation last summer, he didn’t realize he was recruiting one more student. Rory Waller, father of first-year student Christina, wrote, “During Christina’s new student orientation in August, President Frame addressed the new students and spoke about vocation. His words rekindled an old desire from my youth, in that I have always wanted to teach. Later that day during the Expo, I happened across the information table for the WEC program, and discovered that Augsburg offered a degree in education through the weekend program. Sometimes the signposts in life are subtle, and other times they just hit you right between the eyes. … [My family] backs me wholeheartedly in obtaining the goal I have set, and for this I am grateful. “Because of the weekend program at Augsburg I feel I have the opportunity to find my true vocation in life.” Christina is one of 320 new first-year day students. Of them, 41% are Lutheran. They represent 15 states, with 83% from Minnesota. Eleven percent of them are students of color. During their first week, on City Service Project day, first-year students volunteered 1,000 hours of service at 18 community sites. Recent grants received • $301,000 over three years from National Science Foundation (NSF) to physics professor Mark Engebretson for collaboration with the University of New Hampshire and University of Oslo to study northern lights in the Svalbard archipelago of northern Norway. • $500,000 from Lilly Endowment to sustain the work of “Exploring Our Gifts” through 2010. • A National Science Foundation grant to computer science professor Karen Sutherland for undergraduate research on questions involving the design of robot rescue teams, in collaboration with the University of Minnesota. Part of the NSF- Winter 2005-06 supported Industry/University Cooperative Research Center on Safety, Security, and Rescue at the University of Minnesota and University of South Florida. • Five-year grant from U.S. Department of Education for TRIO/Student Support Services to continue providing academic and personal support to help low-income, first-generation college students and students with disabilities. • $10,000 from National Collegiate Athletic Association (NCAA) for one year to provide health education programming primarily to student-athletes in areas of sexual assault, eating disorders, and nutrition. At their 20th annual conference in October, the Minnesota Indian Education Association (MIEA) named American Indian studies professor Sophia Jacobson (left) as the Outstanding Postsecondary Teacher, and sophomore Chris Adams (center) as the Outstanding Postsecondary Student. Cindy Peterson (right), director of American Indian Student Services, serves as secretary of the MIEA board. Augsburg again top-ranked In U.S.News & World Report’s 2006 listings of America’s Best Colleges, Augsburg was ranked 26th in the category “Master’s Universities-Top Midwestern.” Augsburg was included in the “Academic Programs to Watch For” listings of the 40 or so top programs in the country for both First-Year Programs and Service-Learning, and was the only Minnesota private college listed. For information go to <www.usnews.com>. Augsburg is also included in Colleges of Distinction, an online guide listing colleges that excel in providing the best places to learn, to grow, and to succeed. For information go to <www.collegesof distinction.com>. 3 Around the Quad President emeritus Oscar Anderson dies at 89 Augsburg News Service scar Anderson, Augsburg’s president from 1963-80, died Aug. 25 in Minneapolis following injuries suffered from a fall. He was 89 years old. While president, Anderson was credited with defining Augsburg’s role as an urban college, while not losing its roots as both a liberal arts institution and a College of the church. “My goal for Augsburg College was to make it an urban college, not only one recognized within the urban setting, but one utilizing the resources of a metropolitan setting,” he said in 1993 when the College dedicated Oscar Anderson residence hall in his name. “I think we got into the bloodstream of the city.” President emeritus Charles Anderson, who succeeded Oscar, said Oscar was instrumental, in terms of attitude, in bringing the College together with the city. “We always were here geographically,” Charles Anderson said, “but our institution moved considerably closer with the city in Oscar’s tenure. It was true then, and it remains so today.” Born in 1916 in Minneapolis, Oscar Anderson was educated at Minnehaha Academy and Augsburg before eventually receiving his bachelor’s degree from St. Olaf College in 1938. He graduated from Luther Theological Seminary in 1942; his first pastorate was at Lake Harriet Lutheran Church in Minneapolis, from 1942 to 1948. For the next six years he was the executive director of the International Young People’s Luther League of the Evangelical Lutheran Church. He went on to complete graduate study at Union Theological Seminary in New York, an experience that heightened his awareness of contemporary trends in theological scholarship. From the mid-1950s until his appointment as president at Augsburg, he served as senior pastor at Trinity Lutheran Church in Moorhead, Minn., where he established close ties with the 4 Rob Levine O President emeritus Oscar Anderson returned to campus at Homecoming 1990 to speak about Augsburg heritage. On one of his last visits to campus Oscar Anderson posed with his two successors, Charles Anderson (left) and William Frame (right). academic community—both at Concordia College and Moorhead State University. After coming to Augsburg, Anderson presided over a tremendous period of growth and evolution at the College. Six new buildings—Urness and Mortensen residence halls, Christensen Center, Music Hall, Murphy Place, and the Ice Arena—were built during his presidency. At his retirement, Board of Regents chair Clayton LeFevere noted that Anderson had signed more diplomas than all of his predecessors—approximately 4,600. Winter 2005-06 Archive photo A nationally known preacher, Anderson received many honors, including the Knight’s Cross First Class of the Order of St. Olav from the Government of Norway; the Paul Harris Fellow from Rotary International; the Distinguished Alumni Citation from both Augsburg and St. Olaf College; and the Distinguished Service Award from the City of Minneapolis. “Oscar Anderson was president of the College during two crucial decades and supervised our transition from a college in the city that wished it were in the country to a college fully engaged with the city that had grown up around it,” noted President William Frame. “As perhaps the best pulpit preacher of his time, Oscar employed a razor sharp and telling wit to guide the College and its alumni through this crucial transition. He had returned to the College frequently since his retirement and invariably brought that wit and powerful rhetoric with him.” Anderson’s wife, Leola, died in December 2004. In 1993, at the dedication of Anderson Hall, Anderson had paid special tribute to Leola and the Winter 2005-06 At the memorial service in Hoversten Chapel on Sept. 1, a photo display captured the life and service of Oscar Anderson. Archive photo Oscar and Lee Anderson greeted the Homecoming crowd at Parade Stadium in the 1960s. President Anderson led an estimated crowd of 800 faculty, staff, and students from campus to the Minneapolis Courthouse in 1965 in support of the Montgomery (Ala.) march. 17 years she presided as Augsburg’s first lady. “I call the two of us ‘Osceola,’ he said. “In my secret heart this will be ‘Osceola Hall.’” They are survived by their children, Donna Anderson Hoekstra ’68; Randall; Sheldon ’73; and Gracia Anderson Lindberg ’80. A memorial service was held in Hoversten Chapel on Sept. 1. The family has requested memorial gifts to the Access to Excellence campaign or the Leola G. Anderson Scholarship. ■ 5 Sports O by Don Stoner White House photo by Paul Morse Auggie wrestlers visit the White House n Oct. 12 the Auggies, winners of a record nine NCAA Division III national titles in the last 15 years, became the first Division III wrestling title team—and just the second college wrestling national title squad ever—to meet with the president at the White House. The University of Minnesota’s 2001 Division I national title team was the first to achieve this honor. The White House meeting was arranged between Augsburg coaches and U.S. Rep. Dennis Hastert (RIllinois), the speaker of the House of Representatives and a former wrestler and wrestling coach. Other key people assisting in arranging the Fourteen Augsburg wrestlers and coaches, along with College officials and friends, accepted an invitation to meeting included Manchester the White House in honor of Augsburg’s longtime domination of small-college wrestling with nine national (Ind.) coach Tom Jarman and titles in 15 years. (L to R) President Frame, Joe Moon ’05, Dean Kennedy ’75, Justin Sorensen ’06, Alan Rice, Mike and Bev Chapman, assistant coach Sam Barber, President Bush, Jared Evans ’07, Marcus LeVesseur ’07, Ryan Valek ’06, Brad Tupa founders of the International ’06, Jamell Tidwell ’05, head coach Jeff Swenson ’79, and Mark Matzek ’05. Wrestling Institute and Museum, said Augsburg head importance of that achievement and coach Jeff Swenson ’79. because they were student-athletes at thanked me for mentioning it to him.” Instead of meeting in the Rose Augsburg College, they had this “I was motivated when [Bush] talked Garden, the normal site for team opportunity. They’ll never forget that as about the word ‘leadership’ and the receptions with the president, the long as they live.” qualities he said are necessary to have in meeting was held inside the Oval Office, Team members said the trip was also order to be an effective leader,” junior a rare occurrence. The Auggies met with a special honor for the hundreds of Jared Evans said. “This motivated me, the president for about a half hour, individuals in the past who have helped because as I looked around at my much longer than he normally spends establish Augsburg as a national power in teammates, coaches, President Frame, with teams in these kinds of meetings, small-college wrestling. Dean Kennedy, and thought about White House staff told Swenson. President Bush gave the Augsburg Augsburg wrestling and the Augsburg A total of 14 Augsburg individuals group a tour of the Oval Office and community, I realized I am surrounded made the trip, including head coach discussed a variety of subjects with the by a great number of leaders.” Swenson, assistant coaches Sam Barber team, Swenson said, including history “This experience obviously means a and Scott Whirley, and eight of the 10 and patriotic subjects and sports topics. lot to the whole team, but particularly All-Americans from the 2004-05 national The team presented Bush with an Jeff [Swenson] and the rest of the championship team. President William Augsburg wrestling singlet with “Bush” coaching staff that have been together for Frame also met with President Bush, printed on the back. so long and working for so long to along with team leaders Dean “He admitted that he was not a achieve what they have,” senior Ryan Kennedy ’75 and Alan Rice. wrestler, that his athletic passion is Valek said. “It meant a lot to me to have “To spend time with an active cycling,” Frame said. “[I] told him that that team together one last time. It was president is really an incredible feeling,” the wrestling team was consistently really an incredible experience to be part Swenson said. “For the rest of their lives, [among] the highest-performing of a group like that.” our wrestlers are going to remember that academically. … He acknowledged the 6 Winter 2005-06 Around the Quad Sally Daniels ’79 heads new parent and family relations office by Sara Holman ’06 A ugsburg has created a new office specifically aimed to provide service to the people behind the student—the parents. Most comparable Lutheran colleges, such as Luther or Concordia, have an alumni and parent relations office; however, Augsburg has gone beyond the common model. Augsburg’s Office of Parent and Family Relations is completely devoted to the family. Sally Daniels ’79, the new director of parent and family relations, said, “This position is not a fundraising component, so I can focus on service to the parents. That’s completely in keeping with Augsburg’s mission.” Daniels was asked to inaugurate this position not only because she has 26 years of experience in Augsburg’s undergraduate admissions office, but because she is also an Augsburg alumna and parent. Daniels’ Augsburg experience began in 1975 when she was a first-year student living on the fourth floor in Urness. She graduated in 1979 and eventually married her college sweetheart, Paul Daniels, also a 1979 Augsburg graduate. “Because I am an alum, it comes naturally to say what a cool place this is. I’ve told my Augsburg story many, many times,” Sally Daniels said. Both parents were very excited when their daughter, Kristin, also chose to come to Augsburg. Daniels will draw on this experience, as well as how she is handling being a Sally Daniels ’79 (right) takes her experience as an Augsburg student, former director of admissions, and, now as parent of first-year student Kristin (left) to a new role as director of parent and family relations. first-year college student’s mom, in her new position. This will help her build relationships with three different types of parents—the prospective parent, the current parent, and the parents of alumni. All of these parents have different questions, concerns, and needs as their children work through Augsburg. Daniels said, “I make sure parents and family members have someone to connect with about life at Augsburg, and specifically the life of their kids.” Parents who send their kids off to college for the first time have many questions, like how to deal with “letting go,” or how to handle the new adult who comes home in the summer. Daniels will have personal experience to share. By better caring for Augsburg parents, the College can improve the student’s experience. “Kids born after 1985, the millennium generation, have a close relationship with their parents,” Daniels says. She and her daughter, Kristin, have this type of relationship. “We’ve always been very close. We try to connect somehow each day,” Daniels said. Since Kristin studies at the place where her mother works, it’s easy for them to stay in contact. But, Sally says, “This is her college experience; the fact that she likes me is an extra bonus.” Right now, Daniels is hand-writing letters to all of the first-year parents. Since she worked in the admissions office last year, Daniels says, “I know the students; I’ve read their essays. I admitted them all. I’m hand-writing these notes because I think it’s important.” Daniels works with a parent council; and so far 119 parents have contacted her. Parents who do not live near the Twin Cities are sent minutes from the council meetings. It doesn’t matter where parents live; they can stay connected to Augsburg. Even though Parent and Family Relations has split from the Alumni Relations office, the two directors work closely together. Heidi Breen, the alumni relations director formerly headed both Alumni and Parent Relations, but now is solely in charge of alumni and has an assistant director, Donna Torgeson. “Donna, Heidi, and I have a very open door,” Daniels said. “We all want this new position to be successful.” Sara Holman is a senior English/ communication studies major and an intern in the Public Relations and Communication office. Alumni Relations Heidi Breen, new director of alumni relations, poses at Homecoming with Auggie Eagle. Winter 2005-06 Heidi Breen, who has worked at Augsburg for 19 years in the admissions and alumni relations offices, became director of alumni relations in August. Donna Torgeson, who was administrative assistant in the office, is now assistant director. Amy Sutton, formerly alumni director, is now director of corporate and foundation relations in the Development Office. 7 HOMECOMING 2005 Donald A. Anderson ’60 Janice L. Aune ’88 Donald Mattison ’66 Three honored as Distinguished Alumni by Lynn Mena Three alumni join 166 others as Distinguished Alumni of Augsburg College. Recipients are recognized for significant achievement in vocation, for outstanding contribution to church and community, and for a life that exemplifies the ideals and mission of Augsburg College. Donald A. Anderson ’60 is a retired two-term Minnesota senator and business owner. He served in the Minnesota State Senate from 1982 to 1990; between 1991 and his retirement in 1995 he also served as assistant to the commissioner of transportation, as deputy chief of staff to Governor Arne Carlson, and in the Department of Transportation-Aeronautics Department. For nearly 20 years, Anderson owned a Red Owl grocery store in Wadena, Minn., before selling to one of his sons in 1984. He graduated from Augsburg with a B.A. in business and history. Janice L. Aune ’88 is chairman and CEO of Onvoy, Inc., a Minneapolis-based telecommunications services provider. Since her appointment in 2000, she has led Onvoy to a position of financial growth and has exceeded all financial performance expectations for the privately-held company. Prior to joining Onvoy, Aune served in various executive leadership positions at US West (now Qwest) and ended her 30-year career there as 8 president of the !NTERPRISE division and a senior officer. She graduated from Augsburg with a B.A. in business management and finance. Donald Mattison ’66, M.D., is senior adviser to the directors of the National Institute of Child Health and Human Development and the Center for Research for Mothers and Children. He also serves as an adjunct professor at both the Graduate School of Public Health at the University of Pittsburgh and the Mailman School of Public Health at Columbia University. He has served as medical director of the March of Dimes Defects Foundation, and prior to that as dean of the Graduate School of Public Health at the University of Pittsburgh, where he was also professor of environmental and occupational health, as well as of obstetrics, gynecology, and reproductive services in the university’s School of Medicine. He graduated from Augsburg in 1966 with a B.A. in chemistry and mathematics. Winter 2005-06 First Decade and Spirit of Augsburg award recipients named by Lynn Mena Augsburg is pleased to announce the 2005 recipients of the First Decade and Spirit of Augsburg awards. The First Decade Award is presented to Augsburg graduates of the past 10 years who have made significant progress in their professional achievements and contributions to the community, and, in so doing, exemplify the mission of the College: to prepare future leaders in service to the world. Graduates from the day, weekend, and graduate programs are eligible. The Spirit of Augsburg Award honors alumni or friends of the College who have given exceptional service that contributes substantially to the well being of Augsburg by furthering its purposes and programs. First Decade Award Spirit of Augsburg Award Aaron Cross ’97 formed his own business, Motivation on Wheels, in which he travels the United States delivering motivational speeches that stress the importance of seeing beyond daily obstacles in order to accomplish goals. Despite his physical challenges (Cross become a paraplegic as a result of a bicycle race crash in high school), he has kept his eye on a variety of targets— both literally and figuratively. He holds 15 national titles in archery, five world titles, and a bronze team medal from the 2004 Greece Para-Olympic games. In addition to archery, Cross is also a skydiver. He graduated from Augsburg in 1997 with a B.A. in communication. Richard J. Thoni is director of Augsburg’s Rochester Program. His exceptional and dedicated service to the College began in 1972 as a parttime instructor in the Department of Psychology and as a counselor in the Center for Student Development. Starting in 1975, he served as associate dean of students, and over the proceeding years he also served as acting vice president of student affairs; director of an extensive, yearlong community outreach project; director of Weekend College; vice president for enrollment management; and vice president for research and development. Thoni is most widely recognized for his leadership and achievement in the establishment of both the Weekend College and Rochester programs. He received his B.A. in English from St. Olaf College, and his Ph.D. in educational psychology from the University of Minnesota. Andry Andriambololona-Jurcich ’98 graduated from Augsburg with a B.A. in political science, international relations, and religion. She received her M.A. in intercultural communications from Luther Seminary in 2001. Jurcich is vice-president of Marketing and Company Relations for Invisik Corporation, a Twin Cities-based computer consulting company she co-manages with her husband, Matt Jurcich. Concurrently, she works as a professional non-profit development consultant with various Twin Cities non-profits, and is currently the acting executive director of Jordan New Life Community Development Corporation—a non-profit organization improving the lives of families in North Minneapolis. Jurcich also continues to stay involved with Augsburg as a member of the Pan-Afrikan Center’s Alumni Council, as a mentor with the Scholastic Connections Program, and as the alumni representative on the committee to select the new Augsburg president. Winter 2005-06 The Augsburg Centennial Singers were formed in 1993 to honor the 100th anniversary of the Augsburg Gospel Quartets. Since its formation, the Augsburg Centennial Singers have furthered the quartet’s mission to spread the Lutheran faith and the name and mission of Augsburg. Under the current direction of Al Reesnes ’58 (who took over after the original director, Dr. Merton Strommen ’42, retired) and assistant director Paul Christensen ’59, the group—which consists mainly of Augsburg alumni—are true ambassadors of Augsburg, performing across the United States and around the world. 9 PUTTING a FRESH ‘FACE’ on A U G S B U R G B Y 10 L Y N N M E N A P H O T O S B Y S T E P H E N G E F F R E Winter 2005-06 W hat began as a class project three years ago came full circle at this year’s Homecoming, where visitors were introduced to Augsburg’s newest “member.” The newly unveiled Auggie Eagle logo could be spotted all over campus—on team helmets and cheerleader uniforms; on sweatshirts, T-shirts, and baseball caps; on the balloons and decorations that dressed up various events; on students’ faces as temporary tattoos; and even on the gymnasium floor as an illuminated hologram. “The College is pleased to present its new athletics logo, and even more pleased to announce that its creator is one of our own—Class of 2003 alumnus Samuel J. Gross,” says Ann Garvey, dean of students. “The logo further establishes Augsburg’s identity and serves as a graphic component to the Auggie Eagle mascot that was introduced at Homecoming in 2002.” The logo first took shape a few years ago when the Office of Public Relations and Communication partnered with John McCaffrey, assistant professor of art. McCaffrey’s graphic design students were challenged to design an athletics logo for their final project. While the entire class created a wide range of exceptional designs, Gross’ logo was a strong favorite, and this year the College officially signed contracts to acquire it from Gross as its new athletics and merchandising logo. “Sam demonstrated that he was creative, dedicated, and driven by a purpose from his very first assignments in my Graphic Design class,” says McCaffrey, reflecting upon Gross. “Sam delivered excellent work that was always in excess of any project requirements. It immediately became apparent that he would succeed in the design field. He Winter 2005-06 dedicated himself to learning all that he could ensuring his future career direction.” Staff members in the public relations department were also impressed with Gross’ work, and quickly recruited him to work as a student graphic designer during his senior year. There he created designs for letterhead, flyers, greeting cards, brochures, and magazines. After he received his B.A. in studio art, he stayed on in the public relations department for the summer, and shortly thereafter landed his first full-time job as the graphic design and production coordinator at Sons of Norway in Minneapolis. Today, Gross serves as a graphic designer and production coordinator for TQ3Navigant Performance Group in Minneapolis, a division of Denver-based Navigant International, where he produces original marketing graphics, designing creative pre-trip travel packages for large corporate industries such as Best Buy, ING, T-Mobile, and Qwest. In addition, Gross is building a successful freelance business, 144design, creating works in traditional studio pieces as well as digital media, including digital retouching of photographs, custom logo design, illustration, and various print related materials. “The birth of 144design was inspired by a mentor and lifelong friend, my father,” writes Gross on his Web site, <www.invisik.com/144design/artist2.html>. “Born in rural Minnesota in 1980, the influence of art began in the earliest stages of my life,” continues Gross. “Impacted by those around me, I began my own pursuit of knowledge in the continually changing art and design world. “Two and a half decades into my life I am still chasing this aspiration of achieving artistic prominence in this transforming world.” This year, Gross designed logo and stationery pieces for expansion NAHL hockey team the North Iowa Outlaws, and is currently working on other expansion team logos. In July he designed the book cover for Daniel Boone and the Defeat at Blue Licks, written by Neal O. Hammon. Gross is also an accomplished painter, whose work was recently purchased by the Springfield Public Library in Minnesota for their permanent collection. His oils and photography have twice placed third in the annual Five County Juried Art Show in Minnesota. Gross, a former Auggie football and baseball player, has particularly enjoyed athletic logo design, and is pleased that his alma mater has chosen to use his work. “It’s really exciting and interesting to see my design carried out in so many different ways—on the uniforms, on the line of sweatshirts,” says Gross. “Plus, it’s great to give back as an alum.” ■ 11 Jeroy Carlson ’48 ‘MR. AUGSBURG’ by Sara Holman ’06 Jeroy Carlson ’48 has spent over 60 years on the Augsburg campus as a student, volunteer, alumni director, and development officer. Here, he sits in Old Main 17, which was Augsburg’s chapel and is now the art studio. AUGSBURG COLLEGE pastor Dave Wold paused, “Mr. Augsburg … well, I don’t know where the name got started. Everyone just refers to him as that. Anyone who mentions Jeroy always says ‘Jeroy from Augsburg.’” Why is Jeroy Carlson Mr. Augsburg? Really, the question doesn’t need to be asked. He just is. Carlson embodies everything that is Augsburg—from knowing its history to sharing its faith. “Jeroy’s commitment and love for Augsburg is pretty clear,” Wold said. “No one can be identified with Augsburg as much as Jeroy can. He has a network of friends I’ve never seen before.” Carlson has spent the last 42 years serving Augsburg, first as Augsburg’s alumni director and then as senior development officer. He has connected with hundreds of people through Augsburg and has been able to raise millions of dollars to help build the chapel, library, fitness center, football field, and theater (to name just a few). Carlson’s efforts can be seen all over campus, though he is quick to 12 protest, “I just ask for support. It’s really about what the donors have done for this college.” Being 82 years old, Carlson has spent the better part of his life on campus, not to mention the years he spent as a student. What would inspire someone to become so dedicated to a place? “I’m not here because of myself. I’m here because of the people who have given their lives to this place. I don’t want them to be forgotten. I’ve developed a purpose for living from their caring about me. Charles Anderson, Gerda Mortensen, Bernhard Christensen, Phil Quanbeck Sr., Joel Torstenson, Paul Sonnack, Dave Wold—these people have been my friends,” Carlson said. Carlson took his first step onto Augsburg soil in 1940. His high school basketball team had come to challenge Augsburg’s junior varsity team. Fortunately, Augsburg’s embarrassing loss didn’t keep him from applying to the College two years later. After spending one year on campus, Carlson enlisted in the Navy. On Monday, Dec. 10, 1945, Carlson was released, and the following Thursday he registered for classes. That Saturday he played for Augsburg’s basketball team. Carlson laughs as he recalls this memory. “I hadn’t even taken a class, but the coach needed me.” Sports have always been a passion for Carlson. He played baseball, basketball, and football while he attended Augsburg and was part of four MIAC championship teams. After graduating, Carlson spent 15 years teaching and coaching. During this time, he became part of the Augsburg Alumni Board and wrote an article titled “Why is Being a Christian Important?” for a Christian magazine that most alumni received. When the alumni director position became open, Carlson didn’t even have to apply. “Two people just asked me if I wanted to do it. It was the best move I’ve ever made.” In honor of his service, the alumni office was dedicated in 1991 as the Jeroy C. Carlson Alumni Center. While working at Augsburg, Carlson was able to stay active in the Athletic Alumni Association (the A-Club) and Winter 2005-06 also helped establish the Athletic Hall of Fame. He can still remember when the A-Club started. It was 1937, and the athletes wanted an honor banquet. Four people took it upon themselves to raise the money—a difficult task during the Depression years. They put on skits like “Uncle Tom’s Cabin” and charged 10 cents a person. Times were very different during Carlson’s student years. His tuition was $50 a semester, so he worked in the dining room, which was on the lower level of Memorial Hall. He worked with 18 other people, 16 of whom were in the choir. A lot of singing was done in the kitchen, and this was a treat for Carlson, since he wasn’t able to participate in both music and sports. By working five hours, Carlson was able to pay for his Winter 2005-06 Archive photo Archive photo In the 1948 Augsburgian, Jeroy Carlson ’48 was called a “standout player” on the 1947 basketball team, and he was selected for an all-state second team. Carlson (left), along with teammates Kenneth Walsh (center) and Al Mateyko (right), celebrate the Auggies’ 1947 baseball conference championship. room for one week—55 cents an hour went a long way back then. One not so pleasant memory Carlson recalls from the dining hall was dropping a tray on [dean of women] Gerda Mortensen. “I was lucky I didn’t get expelled,” he said. “Gerda knew it was an accident. Mortensen was a woman you never forget.” Carlson also went to school with Jim Lindell, for whose family Lindell Library was named in 1997. Lindell and Carlson both completed their first year at Augsburg together, and then each joined the Navy. However, upon returning to the Twin Cities, Lindell found he needed to transfer colleges because Augsburg didn’t offer a business degree. He enrolled across the river at the university but never forgot the best friends he made at Augsburg. Carlson has been fortunate in his long tenure at Augsburg to get to know the people behind the great names on campus. While it’s easy for students to grumble about tuition costs and for alumni to feel continually asked for donations, it’s the dedication of the people for whom Augsburg means so much—the people who work here and the people who learn here—that makes the difference. Carlson understands all of this. It’s why he has stayed so long. “After all these years, the attitude here is still the same. What I believe is here, and what’s happening at Augsburg is important.” ■ Sara Holman is a senior English/ communication studies major and an intern in the Public Relations and Communication office. 13 PHYSICIAN ASSISTANTS i n c r e a s i n g h e a l t h c a r e a c c e s s by Cynthia Hill photos by Stephen Geffre When Rob Carlson turned 40, he turned a career corner as well. He left the propane gas business to enroll in Augsburg’s very first class in the Physician Assistant (PA) program. Today, Carlson maintains a busy schedule treating recent immigrants and refugees at the Regions Center for International Health in St. Paul. He also sees patients at the Regions HIV Clinic and St. Paul Ramsey Public Health tuberculosis clinic. Jackie Osterhaus was also in Augsburg’s first class of PA students. She had worked as a laboratory technician and a clinical assistant, but wanted more out of a healthcare career. Yet with two small children, becoming a PA made Winter 2005-06 more sense than medical school. Osterhaus now handles a full caseload of patients in Belgrade, a tiny Minnesota town some 100 miles west of the Twin Cities. The Belgrade clinic is a satellite of the Paynesville Area Health Care System, which employs five PAs, a nurse practitioner, and seven physicians. Carlson and Osterhaus are among more than 170 graduates of Augsburg’s PA program since it was launched as Minnesota’s only PA preparation program in 1995. From rural towns to urban centers, these well-trained healthcare practitioners are living out the program’s mission of increasing healthcare access to underserved communities in Minnesota. What is a physician assistant? Physician assistants are not doctors, but they can do many things a doctor does, including seeing their own patients, making diagnoses, doing minor surgery, writing prescriptions, and ordering tests. “But here’s the caveat: we can’t do it on our own,” said Dawn Ludwig, director of Augsburg’s program who is a PA herself. “PAs are team providers who work under the supervision of a licensed physician. We can’t open our own practice.” That doesn’t mean the supervising physician is always in the next room. For example, Jackie Osterhaus staffs the Belgrade clinic four days a week, along with a nurse and laboratory technician, but without a physician on site. A physician from the Paynesville clinic 10 miles away provides regular telephone supervision and chart review to Osterhaus’s cases. “It’s definitely a team effort with ongoing communication and interaction with the supervising physician, but as a PA, I am ultimately responsible for my patients,” said Ludwig, who was named Minnesota Physician Assistant of the Year in 2002 by the Minnesota Academy of Physician Assistants. Because of the similar roles, it’s not uncommon for patients to be confused, said May Mua, an Augsburg graduate who also practices at the Regions Center for International Health. “My patients—primarily Hmong, Somalis, and recent immigrants from other countries who may never have had access to health care before—often call me ‘Dr. Mua,’” she said. “I’m always correcting them but it’s hard to get across the idea of the difference because they see me regularly for their care.” 15 A response to the healthcare shortage The physician assistant career is a relatively recent addition to the healthcare team, growing out of the Vietnam era when highly skilled medics returned from military service, Ludwig said. “At the time, we were seeing a shortage of physicians around the country and needed a new source of caregivers,” she said. To help fill the need, Duke University created the first formal physician assistant program in 1965. In the early ’90s, Augsburg was approached by the Minnesota Academy of Physician Assistants and asked to consider starting a physician assistant training program for the state. “People were going to other states for training and not returning to practice in Minnesota,” she said. “Augsburg’s mission of community and world service was right in line with the concept of physician assistants providing health care to underserved areas.” Initially offered as a two-year, postbachelor’s certificate, Augsburg’s program drew immediate interest, especially among people seeking a career change. “That first informational meeting at Augsburg was standing room only. There must have been 600 people there,” recalls Rob Carlson. Over 10 years, admission to the program, now offered as a three-year master’s degree, has remained highly competitive, reflecting Augsburg’s reputation and strong track record. This year’s class of 28 was culled from more than 140 applications. One thing that has changed is average age of applicants—from 34 at the outset to 27 currently, Ludwig said. “At first, the appeal was mainly to 16 folks already in some aspect of health care—nurses, laboratory assistants, emergency medical technicians, etc. But it is definitely becoming a first-career option for those looking for a career in medicine.” Cases in point: second-year PA students Kari Badali and Jodi Winters, both 2004 Augsburg bachelor’s degree graduates. “Before coming to Augsburg as an undergraduate, I read a magazine that listed a physician assistant as one of the top ten careers for women. I was interested in the medical field but not sure which direction to go. I researched schools offering a PA program and Augsburg was the only one in Minnesota,” said Badali ’04, a biology major. Winters, a biology and chemistry double major, added, “The reputation of the Augsburg program is what finally helped me make my decision.” High expectations, high performance Augsburg’s program is known for its academic rigor, in-depth clinical training, and track record of well-prepared graduates. Consider these indicators: • 100% pass rate on national certification examinations since the program’s inception. • Scores on the national certification examinations have never been below the 90th percentile (the Classes of 2001 and 2004 both ranked in the 99th percentile). • In recent years, every PA graduate has been employed within six months of graduation, 85% of them in Minnesota. Winter 2005-06 These successes grow out of high expectations and a demanding educational program that moves from a foundation of classroom study into direct clinical experience. In the first phase, students are on campus in courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and ethics and legal medicine. An orientation to the program’s mission of reaching the underserved is woven throughout this phase in courses on special populations and in annual service-learning projects. The clinical phase is next, structured much like a physician’s internship. Taught by physicians and supplemented by physician assistants and other healthcare providers, students progress through seven required rotations and one elective, each six weeks long, in healthcare facilities across the state. At least one rotation is required to be outside of the metropolitan area, in keeping with the program’s mission of addressing healthcare gaps across the state. Twin Cities native Debbie Maas did rotations in Deer River, Minn., a small community west of Grand Rapids. After graduation last year, she accepted a job at the Deer River clinic. About 25% of Augsburg graduates practice in rural communities and greater Minnesota. “I found I really liked the variety in a smaller clinic. There was great camaraderie with the physicians, and I learned so much,” she said. “This is truly family practice medicine. We see everything from OB-GYN to geriatrics.” The final component is a 12-week preceptorship—an intensive clinical experience required by only a few other PA programs. “This is the last piece of their education that ties everything together and solidifies all they’ve learned,” said Ludwig. “It gets them ready to go out and practice.” The personal touch Core to the Augsburg PA training is an emphasis on treating patients as individuals, not diseases. “We look for students who are able to handle a tough and rigorous program but who are also able to connect with patients on a personal level,” Ludwig said. “Physician assistants should be good at JACKIE OSTERHAUS (p. 14) graduated in Augsburg’s first class of physician assistants and enjoys the variety of patient care she gives in her work at the Paynesville Area Health Care System clinic in Belgrade, Minn. ROB CARLSON (left) and MAY MUA (p.16) are two of the three Augsburg graduates who are physician assistants at Regions Hospital’s Center for International Health. Second-year PA student CHENTEL DANGERUD (above) discusses health issues with a resident at the Danebo Home in Minneapolis during a health and wellness fair specifically for seniors. Winter 2005-06 listening and building trust with their patients.” Patricia Walker, M.D., director of the Regions Hospital Center for International Health, considers the clinic’s three physician assistants, all Augsburg graduates, “an absolutely vital part of our provider team.” “They are so talented that they are working at the level of other providers in our group on a daily basis, and rarely ask questions of the physicians. That being said, they also know when to consult us on difficult cases,” Walker said. “They provide outstanding clinical care and are very kind and compassionate.” In the future, demand for physician assistants is likely to continue to grow, according to Rodney McFadden, M.D., a physician with Internal Medicine and Geriatric Associates in Minneapolis and a preceptor of Augsburg PA students on rotation at the University of Minnesota Medical Center, Fairview. “Medical schools are producing about the same number of doctors each year, so as the population gets older, we will need more healthcare providers,” said McFadden. “Physician assistants play an important role and I see them becoming even more common to meet growing healthcare needs in our society.” ■ Cynthia Hill is a freelance writer in St. Paul who frequently writes about Augsburg College. 17 A C H A N C E T O S K AT E BY DON STONER The scene is like any other in hockeycrazed Minnesota on a weekday evening. A cacophony of noise inside a cold indoor ice arena. Young kids, some maybe just a few months from putting skates on for the first time in their lives, are learning the fundamentals of hockey. Coaches strain to be heard above the din. On one half of the rink, an older group has the ice. On the other, Janet Marvin and a couple of assistant coaches are working with girls ages 10 and under. Marvin yells encouragement to her young charges. “I want two hands on your stick all the time.” “When you find it, look up for your teammate and pass it to her stick.” “Good job, excellent! Nice job!” You look at the faces inside the masks, and that’s where you notice the difference. Most of the girls aren’t typical Minnesota hockey players. Most are Hmong, some are African-American, some are white. But if it weren’t for Marvin, it’s likely that none of them would be on the ice this night—or any night, for that matter. For the past seven years, Marvin, a 1986 Augsburg graduate, has been volunteering with young girls on the north and northeast neighborhoods of Minneapolis with the Edison youth hockey program. Along with her sister and a devoted group of volunteer women coaches, they have provided opportunities for young girls who wouldn’t otherwise have discovered the sport. For Marvin, it’s an extension of a family tradition to provide hockey opportunities to others. Her father, Cal, was a legend in hockey in the Upper Midwest. A U.S. Hockey Hall of Famer, he helped to start the men’s hockey program at the University of North Dakota, coached the U.S. national team in 1958, and founded and coached one of the most successful amateur hockey teams in American history, the Warroad Lakers. He helped to establish Warroad, a small town near the Canadian border in northwestern Minnesota, as a place synonymous with hockey. 18 “My dad did it for young men. He let young men play for over 50 years, and he had over 900 young guys that got to skate for him,” Marvin said. “What he did for the guys is what my sister and I are trying to do for young girls who want to play hockey. It doesn’t matter where they’re from, or what color they are, or what background they come from. If they want to play, we’ll get them equipment, we’ll find them a place to play, we’ll make sure they have transportation and make sure their fees are paid.” One of 12 children in the Marvin family, Janet Marvin grew up around hockey. “We grew up at the rink,” she said. “We folded programs, we cleaned the rink, we worked in the concession stands, we sold tickets. We did whatever we could do, because we wanted to be up there at the rink with Dad and the rest of the community. That’s what you did in Warroad. You were at the hockey rink.” She and her sister played hockey in their early years, but as they grew older, there were fewer opportunities for young women to play hockey in northern Minnesota. So she played basketball instead, eventually playing two seasons of junior college basketball and a season at the University of St. Thomas, before transferring to Augsburg for her senior season, 1985-86. She earned a degree in education from Augsburg and eventually worked for the Minneapolis public schools for 15 years. But hockey remained a major part of her life. She played competitively on adult teams for more than a decade, and also worked as a volunteer assistant coach on teams with her friend, Sue Ring-Jarvi. Marvin also served as an adult mentor for young kids in northeast Minneapolis, including youngsters who wanted to play hockey for Edison’s youth program. She eventually got involved with coaching at Edison, and helped to start the Edison girls’ youth program. Along the way, Marvin and her sister began bring out the best of their potential. … But her work with the hockey incorporating more young Hmong girls You can see how these coaches put their program doesn’t end there. The coaches from the neighborhood into the program. whole lives into coaching these kids. It organize year-round experiences for the “Because there weren’t enough kids makes all the work worth it.” girls, in order to keep them active and coming out, I started recruiting Hmong Since many family incomes may not together as a group. They’ve had camping girls. My sister and I are involved in the be able to support the expenses for their trips, barbeques, and trips to team Hmong community in mentoring kids and children to play, Marvin often dips into coaches’ cabins in northern Minnesota to getting kids involved,” she said. “It’s been her own pocket to pay for equipment, go skiing. a focus point for us to bring them into the uniforms, and supplies. “My parents gave us all the program and give them an opportunity to A shed in Marvin’s yard is full of opportunities. If you wanted to play, play. skate. But when we coach at Edison, we hockey equipment that she has either They wanted you to be involved,” Marvin coach anyone who wants to play said. “There’s so many kids who and who lives on the north side don’t have that opportunity, and I or northeast.” think that’s what my sister and I The program started from are trying to provide. We give one small team seven years ago them an opportunity.” to nearly 50 girls on teams for Last summer, Marvin and ages 10-under, 12-under, and fellow Augsburg alumnus John 14-under. This year, Edison has Evans ’82 received grant money two teams, with Janet Marvin from City Kids Inc., a north coaching the 10-under team and Minneapolis program, to provide Robin Marvin coaching the 12hockey instruction for north-side under team, along with a faithful children. About 30 kids took part group of volunteer assistants. in the summer-long program, “It’s an all-female staff, and portions of which were held at not one coach has anybody the Augsburg Ice Arena. Several involved with the program, Augsburg student-athletes which is very unique,” Marvin assisted Marvin in coaching said. “When you go to other during the summer program. associations, it’s always a dad or “The kids love the attention, a brother or an uncle who is and when the college kids came coaching the kids because there’s Janet Marvin ’86 plays less hockey these days so she can concentrate on the ice, I think it was a match on coaching. She makes it possible for girls like these at the Edison a connection. … We just have right away,” Marvin said. “The Youth Hockey Civic Arena in Northeast Minneapolis to learn hockey. females who want to come in kids know that when they come and coach. We’ve skated with to the rink, there’s going to be them in the women’s hockey associations, purchased or had donated to her by someone there that’s going to say ‘Hi’ to and they want to come in and give back. friends. It’s available for her players to them, ‘How are you doing,’ ‘You’re doing They see this program and they see that pick from. She often provides a good job,’ and giving them positive these kids need it, these kids want it, and transportation for team members to and feedback. That’s what these kids need.” these kids absorb it.” from practices and games in her van. Coaching has become a major part of The devotion that Marvin and the “Last year, my mom bought the whole Marvin’s life, so much so that she now other coaches have makes them positive 12-under team a brand new stick for plays less hockey herself in order to role models for the children they are Christmas. That was the first time our concentrate on coaching. coaching, said Marta Kurak ’98, a parent kids that we register had a brand new “The kids like it. They want to go to of two girls who have played hockey on stick,” she said. the rink. They want to play,” she said. Marvin’s Edison teams. Kurak now serves Marvin figures that she puts in 25 or “You see them skating around the rink as a manager for the 12-under team. more hours per week into the Edison and they have smiles on their faces. They “[The coaches] bring an energy to the hockey program, on a strictly volunteer might fall down or get a little hurt, but program. They are always positive and basis. She now also works for Ring-Jarvi’s they get up and they’re like, ‘OK, let’s go never say anything negative. They always sportswear business, in addition to again.’ They just want to be at the rink. … look for the positives in the girls,” Kurak working for a local flower shop. My heart’s really into coaching and said. “[Marvin] works with every kid to working with the kids.” ■ Winter 2005-06 19 Faith City in the Faith BY BETSEY NORGARD PHOTOS BY STEPHEN GEFFRE Envisioning a renewed public calling for the well-being of the city and its people In a twist on the realtor’s three magic words, the Faith in the City initiative might be described as “location, location, vocation.” This distinctive collaboration brings together seven urban-focused Lutheran institutions in Minneapolis and St. Paul. All of them are committed to improving the quality of life in their community and they all center their work around Lutheran ideas of vocation. They share a belief that more can be accomplished when people and organizations work together and when they share their particular expertise toward common goals. It’s a diverse group—Augsburg College, Augsburg Fortress Publishers, Central Lutheran Church, Fairview Health Services, Luther Seminary, Lutheran Social Service of Minnesota, and Thrivent Financial for Lutherans— 20 whose members contribute their expertise across the areas of health, education, social services, finance, publishing, and service in faith. The two synods of the Evangelical Lutheran Church in America (ELCA) in Minneapolis and St. Paul are partners in the collaboration. After several years of informal discussions among the CEOs, a formal collective was launched in 2002 that draws its calling from a passage in the book of Jeremiah, “Seek the welfare of the city … for in its welfare you will find your welfare.” The collaborative seeks to renew that same concern to care for each other in the community that motivated the founding of their institutions a century or more ago. And, today, they are again finding some of the greatest community needs among recent immigrants. “[Faith in the City] has set before Lutheran institutions across the land a model which illustrates service leadership,” says President William Frame. “The CEOs became interested in Luther’s idea of vocation as a vehicle to draw their constituents out into the world in service and in collaboration.” They were encouraged by the extent of common purpose and overlap in their missions. Tom Morgan, Augsburg’s vice president for planning and market development, speaks of Augsburg’s perspective: “It’s a way for us to more deeply express and live out our commitment to the city, to service, and to strengthen and demonstrate our connection to the church.” Ci Winter 2005-06 Community initiatives Faith in the City serves as a catalyst for collaboration among people, neighborhoods, congregations, and others, primarily in the areas of health, education, and neighborhood. Each initiative has two or three member organization sponsors and appropriate strategic partners. Initiatives specific to Augsburg are: Augsburg Academy for Health Careers—Augsburg, together with Fairview Health Services, developed the first proposal to Faith in the City. Responding to the shortage of healthcare professionals, especially within increasingly diverse communities, a charter school was proposed, with funding from the Bill and Melinda Gates Foundation, to prepare students for careers and vocations in health care. The Augsburg Academy for Health Careers opened this fall with 61 students, a majority from diverse backgrounds, in grades 9, 10 and 11, with grade 12 to begin next year. Lutheran College House—A second initiative spearheaded by Augsburg, together with Luther Seminary, is the Lutheran College House, proposed for summer 2006. Students from six partner Lutheran colleges will live for a semester in the Phillips neighborhood to explore vocation, service opportunities, and leadership development. Augsburg/Central Nursing Center—Augsburg’s 10-year-old free nursing center at Central Lutheran Church that serves neighborhood residents at no cost was incorporated into the Faith in the City initiatives. Hands-on learning for health careers by Judy Petree Jasmine Smith, a junior, and one of 61 students at the new Augsburg Academy for Health Careers, travels from Maple Grove across the city everyday. She enrolled at the academy to pursue a career in the health field, particularly forensic science or neurology. In addition to her interest in the CSI television shows, she said she chose the academy for its small class sizes and the ability to work one-on-one with instructors. She recently interviewed for an internship at Fairview in the nursing department. Students at the academy are paired with Fairview health professionals as mentors. Together they explore the student’s talents and interests as related to vocations in the health field. Students use Fairview as a hands-on learning laboratory; they also take field trips to Mayo Clinic, and visit emergency care centers, hospitals, clinics, and science-related businesses and industries. All students receive training to become certified as emergency medical technicians, first responders, and/or certified nursing assistants. This will help them find employment during summers and after graduation. Mark Youngstrom, director of Augsburg Academy, is a former state education department specialist in English education and co-founder of the Perpich Center for the Arts in Golden Valley. “The primary purpose [of the academy] is to provide immigrant students and students of color with a solid academic education that enables them to advance in the educational system,” he said. “In addition, hospitals and healthcare facilities of all kinds are treating increasing numbers of patients from immigrant communities and communities of color, and they need employees who speak their languages and understand their cultures.” Youngstrom concludes, “Our ultimate hope is to raise the sights of our students so they can plan a future for themselves that includes higher education and a professional career.” Other initiatives include: The Wellness Connection—With the help of several neighborhood organizations and congregations, this center responds to Somali immigrants’ health needs, promotes healthy lifestyles, and connects them with appropriate medical providers. ty Personal Finance Center—Begun as a tax service for lowincome residents, this center has grown to offer a wide range of financial literacy tools for banking, home ownership, borrowing money, etc. Phillips Neighborhood Park, Library, and School—Faith in the City provides financial resources and volunteer service to help sustain these sites as vibrant neighborhood centers. Above left: Tom Morgan (left), Augsburg’s representative on the steering committee, and Jeri Nelsen (right), executive director, are finding that the Faith in the City Lutheran collaborative is an effective model for responding to community needs. Winter 2005-06 Jasmine Smith (right) and Ophelia Mensah (left) enjoy the small classes and one-on-one mentoring at the Augsburg Academy for Health Careers. 21 Leadership conference—Two annual conferences have brought together downtown faith and business leaders for discussion and mutual collaboration around faith and work. Leadership initiative—-For the second year, a program nurtures emerging leaders at member organizations through ongoing discussions of vocation and faith. The next steps Faith in the City is proving that greater good can come about through working together in collaboration than by individual organizations working in isolation. In a commentary written for the Star Tribune last year, Thrivent president and CEO Bruce Nicholson described Faith in the City’s process as “mission-based collaboration, an ideal model for holistically addressing pressing community needs.” Moving forward, the collaborative continues to seek strategic partners for specific initiatives as well as to engage Lutheran congregations in outreach to urban needs. Perhaps nowhere else in the nation could such an integrated community collaboration take place, and Faith in the City is beginning to garner attention. Tapped for leadership by Betsey Norgard 22 Executive director Jeri Nelsen, Morgan, and Lutheran Social Service of Minnesota CEO Mark Peterson presented Faith in the City at the national meeting of Lutheran Services in America (LSA) in April. The collaborative has also garnered significant attention from Minneapolis mayor R.T. Rybak. Nelsen says that Rybak sees Faith in the City as a model for collaboration with great potential for improving community well-being. Frame believes that Faith in the City has proven that, even within a highly competitive arena, nonprofits can combine resources to carry out their work more effectively. ■ Last fall Julie Olson ’90, ’04 MAL, dean of enrollment management, was part of the first “class” of Faith in the City’s Leadership Development Institute. Over several day-long sessions, the group participated in presentations and discussions on leadership, read books, and listened to the CEOs of Faith in the City member organizations talk about their own vocational paths—all woven around the concept of servant leadership. This first group bonded with each other to the extent that they couldn’t let go when the formal series ended. They continue to gather periodically for conversation, even as the second “class” of the institute has begun. The leadership initiative came about as member organizations felt a need to be better prepared for their next phase of growth. Olson says the program is about identifying emerging leaders within the organizations, and helping them discern their vocation—i.e., helping them feel “tapped,” or hear the call of an inner voice. In addition to getting to know their Faith in the City colleagues, participants gain valuable insight into their organizations—how they’re structured, issues they face, what’s ahead for them, and how they respond to their constituencies. The member organizations share a common Lutheran background, but some—Fairview, for example-—are less overt in their Lutheran heritage than others. Olson says that if you look at how they treat their employees, their staff and leadership development programs, and their missions, it’s all there. It may not be called Lutheran, or even Christian, but the organization effectively puts action behind their values in the model of servant leadership. “By the end, everyone was more comfortable with identifying themselves from a Lutheran organization and recognizing what’s special about that,” Olson said. “This is something that’s essential to our identity, and we mutually reinforced that with each other.” While this is the only “inward” initiative of Faith in the City, Olson says the leadership institute is about “building the strengths of the individual organizations to enable them to better serve their larger communities.” In this second year, a coaching component was added to the initiative, and Olson is one of two from the first group who will be coaching members of the second group. “It’s an honor to be asked and identified as an emerging leader,” she said. “Now I have the responsibility to carry out that gift.” Winter 2005-06 Scholarship brunch honors donors and students On Nov. 20, the Scholarship and Donor Brunch was the place where more than 170 Augsburg donors were honored for their generosity and commitment to Augsburg College. Scholarship donors, Heritage Society donors who have estate plans that include Augsburg, and Maroon & Silver Society donors, who give annual support at the leadership level for Augsburg scholarships, were all thanked. It was also the place where 100 students had the opportunity to meet the families behind the scholarships they've received. Student body president Paul Cumings, speaking on behalf of students, told the donors, “You give; it’s not required, but I’m here to tell you it’s appreciated.” Philip Rowberg Sr. ’41 had not been on campus since 1948. He recently endowed a scholarship in memory of his wife, Betty, who died last year. “I decided to fund a scholarship in appreciation of Philip Rowberg Sr. ’41 (left) recently endowed a scholarship in memory of his wife, Betty. At the brunch he met the scholarship’s first recipient, Evan Holmes ’06 (right). Winter 2005-06 the education I received here,” Rowberg said. “Nothing is more important than investing in the education of our young people.” The Philip and Helen Taylor Rowberg Scholarship gives preference to a student from rural Minnesota. Rowberg and his son, Philip Jr., were able to meet its first recipient, Evan Holmes ’06, from Janesville, Minn. Among other donors at the reception were the Rev. Orville ’52 and Yvonne (Bagley) ’52 Olson, and their son Jonathan. In 1993, the Olsons established a scholarship in memory of another son, Timothy, and in recognition of his devotion to Jonathan. “The scholarship is in honor of son Timothy. Our other son, Jonathan, has a disability, so we made our scholarship available to students in college who have special needs or are going into the field of special education. Nicky Cronin ’08, the recipient of the Olson scholarship, is a special education major in emotional/behavioral and learning disabilities. “Our giving has been out of profound gratitude to Augsburg for the many blessings we received as college students and over the years,” said Yvonne Olson. “I personally am one of 11 siblings, and eight of us have attended Augsburg. My husband and I graduated in the same class, and our daughter, Beth (Olson), and her husband, Scott Bouman, both graduated in the Class of 1977. That’s our connection to Augsburg.” “‘Tak for alt’—we noticed this saying on a lot of gravestones around Scandinavia,” Olson continued. “This saying is important to our family. It’s a symbol of gratitude and means ‘thanks for everything.’ ” The Rev. Orville Olson ’52 and his wife, Yvonne (Bagley) ’52 Olson created a scholarship in memory of their son Timothy and his devotion to brother Jonathan (center). They enjoyed meeting this year’s recipient, Nicole Cronin ’08 (back center). 23 Roarin’ and soarin’ to the finish at Si Melby At Homecoming 2005, hundreds of alumni, students, fans, friends, and even prospective students celebrated and cheered for the campaign to expand Si Melby Hall with a new south wing addition. It was a celebration of Auggie athletics past, present, and future. Emcee Tim McNiff, from KARE-11 TV, introduced coaches and athletic teams, fired up the crowd with achievements and successes of Augsburg’s athletic program, and extolled the benefits of the new south wing. A virtual video tour took the crowd through the proposed 27,000 new square feet that includes expanded classroom space, a fitness center, training areas, and more. The project was explained in depth by Jeff Swenson ’79, head wrestling coach and assistant dean for athletics, and regent and campaign co-chair Mike Freeman. The video also featured testimonials from current and former student-athletes and administrators. The Si Melby completion team, led by Freeman, has rallied volunteers to work with them to make sure that all Augsburg athletes and friends have opportunities to help Augsburg reach the goal. The team includes Dan Anderson ’65, Rich Colvin ’74, Mike Good ’71, Jane Helmke ’83, and Glen Person ’47. Staff support to the team includes Swenson and Development Office staff: Jeroy Carlson ’48, Jack Osberg ’62, Ron Main ’56, and Donna McLean. Momentum continues to grow as the team pushes toward the final goal, enjoying additional volunteer support from Bob Strommen ’74, “Butch” Raymond ’63, Rick Ekstrand ’72, Dave Andell ’71, Bob Martin ’71, Bruce Brekke ’70, and Erv Inniger. Each sport is also gathering alumni support to help complete the project so that Student-athletes cheered as coaches, teams, and alumni spoke at the athletic celebration. 24 Winter 2005-06 groundbreaking can occur as soon as possible. Augsburg is especially grateful to Alan Rice for making the first lead gift in the amount of $1 million and to Dean ’75 and Terry Kennedy for the largest lead gift of $2 million, in addition to several others whose gifts helped kick off the campaign for the new south wing. For additional information on the Si Melby south wing addition, or to make a gift, go to <www.augsburg.edu/ campaign/athletic>, or call the Development Office at 612-338-0002 or 1-800-273-0617. The new South Wing will include spaces already named in honor of the following: Doc Johnson A-Club office Lavonne (Johnson) Peterson ’50 Hospitality and Conference Room and patio Luther (Lute) Olson ’56 Hall of Champions Jack ’62 and Nina Osberg Student Study and Computer Room “Gamma House” Hospitality Lounge and Classroom overlooking Nelson Field Rolf Erickson Hospitality Lounge and Classroom overlooking Nelson Field Many exciting opportunities remain to create a legacy in someone’s name for the new south wing. Contact Donna McLean at 612-338-4826 or <mclean@augsburg.edu> for further information. Winter 2005-06 Jeff Swenson ’79 (left), head wrestling coach and assistant dean, and Mike Freeman, Augsburg regent and campaign co-chair, kept the crowd fired up about Auggie athletic successes and the progress toward the new south wing of Si Melby Hall. Faculty and Staff Make It Happen Faculty and staff launched a campaign in September to increase giving to the Access to Excellence campaign among Augsburg employees. The goal of the faculty-staff campaign was to significantly increase the participation rate of giving from within the Augsburg community—a critical factor to funding agencies when reviewing grant proposals from the College. At the end of last fiscal year in May, the overall participation rate among the more than 800 faculty and staff employed by the College was 22%. As of Nov. 10, with more than half the current fiscal year remaining, that figure has risen to 29%. An even greater indicator of commitment to the campaign goals from within the College is the giving rate among full-time faculty and staff, and staff who work more than 50% of the time. As of Nov. 10, full-time faculty giving rose to 54%, while the rate among full- and nearly-full-time staff was at 41%. First-time givers and those who increased their current gifts were eligible for a full match from a special fund established by a group of faculty emeriti, faculty, and staff whose generosity enabled even small gifts to grow in size. In addition, new and increased gifts from members of Thrivent Financial for Lutherans were also eligible for a 50% match from that organization. 25 AAlumni LUMNINews NEWS From the director of Alumni Relations… G reetings! As the new director of Alumni Relations, it is a great pleasure for me to have the continued opportunity to work with Augsburg’s alumni and our many Augsburg friends. In addition to myself, Donna Torgeson currently serves as assistant director of our newly re-structured Office of Alumni Relations. Donna finds herself busy working with the Class Agents, the Augsburg Associates, and also coordinating with the alumni group traveling to China this spring. You may have also worked with her on your reunion group this past year. I have been at Augsburg since 1986, when I began working in the undergraduate admissions office. In 2002, I joined the Alumni/Parent Relations office working with the Parent Council, Homecoming and Reunions, plus many events on and off campus. I am very fortunate to now be working closely with the Alumni Board—please take a look at the calendar on the next page and join us for one of many upcoming events. If you are interested in more information regarding opportunities to join the Alumni Board, or if you believe that you know an alum who should be nominated for our Distinguished Alumni, First Decade, or Spirit of Jon Thorson ’86 leads groundbreaking research with anti-cancer potential E mploying a simple new technique to manipulate the sugars that power many front-line drugs, a team of Wisconsin scientists, led by Augsburg alumnus Jon S. Thorson, professor of pharmaceutical sciences at the University of WisconsinMadison, has enhanced the anti-cancer properties of a digitalis, a drug commonly used to treat heart disease. Reported in the August 8 edition of the Proceedings of the National Academy of Sciences, Thorson and the team describe a series of experiments that boosted the cellkilling potency and tumor specificity of the drug, derived from the foxglove plant and used to stimulate the heart. The drug is suspected to have anti-cancer properties, but its use to treat cancer has been little explored. The new work is important because it provides scientists and drug companies with a quick and easy way to manipulate the sugars found in chemicals produced in nature. According to Thorson, the technology 26 can be widely applied: “We’ve already taken this chemistry and applied it to many different drug classes. It’s possible to extend it to antibiotics and antivirals.” The new technique, according to Thorson, will play a prominent role in the new UW National Cooperative Drug Discovery Group, a consortium of UW scientists seeking to develop new anticancer drugs from natural products. Thorson joined the UW School of Pharmacy in the summer of 2001, and since moving to UW has been designated an American Society of Pharmacognosy Matt Suffness Awardee (2004) and a UW H.I. Romnes Fellow (2004). From 19962001, Thorson held appointments as an assistant member of the Memorial SloanKettering Cancer Center and assistant professor of Sloan-Kettering Division, Joan and Sanford I. Weill Graduate School of Medical Sciences, Cornell University, during which he was named a Rita Allen Foundation Scholar (1998-2002) and Alfred P. Sloan Fellow (2000-2002). Augsburg awards, please go to <www.augsburg.edu/alumni> or call 612-330-1173. We are in the midst of an exciting year, and we hope that you’ll join us on campus for an athletic event, theatre production, musical performance, or one of several convocations scheduled this year. Please save the date for Homecoming 2006, and bring your classmates, family, and friends to our next ever-growing family picnic event on Saturday, September 30, 2006. Heidi Breen Director, Office of Alumni Relations Two alumni appointed to Alumni Board The Augsburg Alumni Board of Directors appointed two new members and elected Karina Karlén ’83 as president and Barry Vornbrock ’96 MAL as president-elect. To view the complete list and photos of board members, visit <www.augsburg.edu/alumni/board.html>. The new members are as follows: Dale E. Hanka ’60 Dale E. Hanka graduated from Augsburg with a B.S. in Scandinavian studies. He is a retired teacher, business owner, and financial planner. Jamie E. Smith ’04 Jamie E. Smith graduated from Augsburg with a B.S. in history. He is a real estate professional at Keller Williams Premier Realty in Woodbury, Minn. Winter 2005-06 Alumni Events Please join us for these upcoming alumni events (see also the college-wide calendar on the inside back cover for additional Augsburg events); unless otherwise noted, call 612-330-1178 or 1-800-260-6590 or e-mail <alumni@augsburg.edu> for more information. December February 10 15 11 Washington, D.C.: Alumni gathering honoring 2005 Distinguished Alumnus Donald Mattison ’66, M.D., Watergate Hotel, Executive Boardroom (Ballroom Level), 8 p.m. immediately following the Peace Prize Forum reception; registration is limited, please RSVP no later than Dec. 2 to 612-330-1598 or <rsvp@augsburg.edu> McLean, Virginia: President Frame will speak at Lutheran Church of the Redeemer, 703-356-3346, 9:45 a.m. 16 19 Auggie Hour at Beaujo’s Wine Bar & Bistro, 4950 France Ave. S, Edina, 952-922-8974, 5:30 p.m., featuring a wine tasting with Jenn Tome ’99 Honors Program alumni gathering, Christensen Center, 5:30-7 p.m.; please RSVP no later than Jan. 13 to 612-330-1598 or <rsvp@augsburg.edu> Scottsdale, Arizona: Alumni gathering at Winn and Maxine Wallin’s home, 4-7 p.m. 18 Tucson, Arizona: Gospel Praise at Our Savior’s Lutheran Church, 520-327-6521, time TBA 19 Tucson, Arizona: President Frame and Gospel Praise* at Our Savior’s Lutheran Church, 7:45 a.m., *8:45 a.m., and *11:15 a.m., 520-327-6521 January 10 Sun City, Arizona: President Frame will speak at American Lutheran Church, 623-974-2512; 5:15 p.m. gathering and light supper; 6-6:30 p.m., “Christian Civility: Is it a Sellout?” March 26 Annie at the Orpheum: Gather for brunch on campus prior to a performance of Annie at the Orpheum Theater; transportation provided FOURTH ANNUAL CONNECTIONS EVENT Augsburg alumnae are invited to attend Connections—A Women’s Leadership Event, cosponsored by Augsburg and Thrivent Financial for Lutherans, on Feb. 11 from 8 a.m.-12:30 p.m. at Thrivent Financial Corporate Offices in downtown Minneapolis. Presenters at this fourth annual event include Gloria C. Lewis, president/CEO of Big Brothers Big Sisters of the Greater Twin Cities and member of the Augsburg Board of Regents; Janice L. Aune ’88, chairman/CEO of Onvoy, Inc.; and Shira Hussain, senior admissions counselor at Augsburg College. This unique event brings together students, alumnae, and women throughout the community for a morning of networking, mentoring, and leadership development. Please join us for this incredible morning of empowerment and encouragement through the experiences and stories of the amazing women who attend! For more information and to register online, please visit <www.augsburg.edu/womenconnect>. Winter 2005-06 A-Club invites alumni on Baltic cruise The Augsburg A-Club invites alumni and friends of the College on an exciting and relaxing 12-day Baltic cruise with hosts Dick (Porkchops) and Jane Thompson on the Holland America Rotterdam Cruise Ship. The adventure begins July 28 in London, England, with stops in Norway, Denmark, Germany, Estonia, Russia, Finland, and Sweden. Group rates range from $2,548 to $4,300 per person; airfare depends on your city of origin. If you are interested, call the alumni office at 612-330-1178. You are encouraged to book early if you are using frequent flyer miles for your own air transportation. Most of the commissions for this cruise will be donated to the Augsburg A-Club Building Fund. So gather a group of Auggies—or honorary Auggies—and experience a true northern European adventure! Business alumni events All business alumni are invited to attend the Department of Business Administration’s Executive Management Lecture on March 4 from noon-1 p.m., in Christensen Center (speaker TBA). Alumni are also encouraged to attend the annual Spring Business Forum (speaker and date TBA). Please call 612-330-1191 or e-mail <heckers@augsburg.edu> for more information. 27 Homecoming 2005—Roarin’ & Soarin’ Auggie Style Augsburg alumni and friends gathered during Homecoming week for the annual Augsburg Associates Fall Luncheon at the Women’s Club in Minneapolis. The Auggies’ new head coach, Frank Haege, walked the sidelines during the Auggies’ nailbiting loss to Carleton College. Festive Auggie beads in maroon and silver decorated every tree, building, and statue during Homecoming weekend. 28 Above: The new Auggie Eagle logo, designed by Augsburg alumnus Samuel Gross ’03 (see p. 10) was illuminated on the floor of the gymnasium in Si Melby Hall during the athletics celebration. Left: The Augsburg community cheered on students who dared to compete in the comical, oversized boxing arena at Homecoming picnic. President William V. and Anne Frame performed at the student talent show in true 1920s style. Winter 2005-06 Photo by Charles Walbridge The Auggie cheerleaders kept spirits high at the Homecoming football game despite a disappointing 21-19 loss to Carleton College. Many students and alumni received Auggie Eagle temporary tattoos at the Homecoming picnic. Above: Linnea Evans and Andy Nelson were crowned as Homecoming Queen and King. Left: Simona “Fiery” Williams wowed everyone at the student talent show, taking top honors for her rap performance. Donald Mattison ’66, one of three alumni honored this year as Distinguished Alumni (see p. 8), spoke during the Homecoming chapel service Winter 2005-06 Photos by Stephen Geffre (unless otherwise noted) 29 Homecoming 2005—Roarin’ & Soarin’ Auggie Style GOLDEN ANNIVERSARY CLASS OF 1955 (L to R) ROW 1 (front): Beverly (Omdahl) Nelson, Agnes (Tweet) Schaper, Beverly (Williams) Lundeen, Miriam (Greguson) Travis, Mary Jean (Danger) Holmquist, Wenona (Strandlie) Lund, Beverly (Jorgensen) Olander. ROW 2: John Mulliken, Richard Dronen, Delores (Eide) Berkas, Clinton Peterson, Maxine (Dahlin) Christ, Kenneth West, I. Shelby (Gimse) Andress, Beverly (Halling) Oren. ROW 3: Darrell Egertson, Arthur Lunow, Elmer Karstad, Duane Westfield, David Skaar, Robert Herman, James Anderson. ROW 4: Robert Sneitzer, Richard Mahre, Wesley Bodin, Wayne Thoreson, John Benson CLASS OF 1965 (L to R) ROW 1 (floor): Lyndon West. Lyle Olson, Marie (Bergh) Sandbo, Julie (Gudmestad) Laudicina, Joyce (Anderson) Pfaff, Judy (Thompson) Eiler, Gary Thyren. ROW 2 (chairs): Darryl Carter, Dorothy (Rasmussen) Nelson, Anita (Christopherson) Gransee, Eunice (Bergman) Dietrich, Sharon (Dittbenner) Klabunde, Adrienne (Strand) Buboltz, Larry Buboltz. ROW 3: Carolyn (Fernstrom) Anderson, Sharon (Kunze) Erickson, Jane (Huseby) Norman, Judith Reynolds, Wayne Fehlandt, Phyllis Borri, Mary (Tildahl) Meyers, Mary Ann Cogelow. ROW 4: Gerald Dahl, Dale Slone, Gracia Grindal, Bette (Bodin) Leeney, Karen (Lund) Orrill, Priscilla (Strecker) Feildhammer, Paul Fieldhammer, David Berg, Larry Nelson, Keith Dyrud, Dwight Olson, James Daugherty. ROW 5: Donald Anderson, Robert Klemenhagen, Robert Lee, Mary Ann Miller, Daniel Meyers, Ronald Blake, David Dyrud. ROW 6: Donald Hoseth, Gerald Hamlin, Gary Blosberg, Daniel Anderson. 30 Winter 2005-06 CLASS OF 1980 (L to R) ROW 1 (front): Lori (Elmgren) Binder, Kristin (Johnson) Hella, Laurie Fyksen-Beise, Christine (Edlund) Luk, Mary Carlson. ROW 2: Jeffrey Jarnes, Brett Batterson, Carolyn (Johnson) Spargo, Jacqueline (Brookshire) Teisberg, Claudia (Walters) Forsberg, John Carlson. ROW 3: Paul Sannerud, Jon Burnison, Gary Tangwall. CLASS OF 1995 (L to R) ROW 1 (front): Jonathan Arntz, Lisa (Carlson) Sackreiter, Soven Sackreiter (baby), Andy Sackreiter, Dan Deitrich, Theresa (Hoar) Magelssen, Trygg Magelssen (baby), Scott Magelssen. ROW 2: Erica Bentley, Amy (Torgelson) Forsberg, Aubrey Forsberg (little girl), Cory Forsberg, Olin Forsberg (baby), Andrea (Mathieu) Bedard. ROW 3 (back): Kirk Litynski, Mark Bedard, Nick Bedard (baby). Winter 2005-06 31 CLASS NOTES Class Notes 1951 John Garland, St. Paul, was recognized by the American Institute for CPCU and the Insurance Institute of America as an outstanding course leader. He has served as an institute course leader for 33 years, and currently teaches insurance for Hughes Group, LLC. Minn., is director of social services at Rose of Sharon Manor. 1968 1957 Marshall D. Johnson, Minneapolis, published a new book, The Evolution of Christianity: Twelve Crises that Shaped the Church, in May (Continuum). 1960 Lois (Richter) Agrimson, Eagan, Janet Letnes Martin, Hastings, Minn., and Suzann (Johnson) Nelson ’68, Grand Rapids, Minn., were featured in the Star Tribune for their musical, Church Basement Ladies, based on their books celebrating the foods and traditions of Lutherans. After successful trial runs in Grand Rapids, Fargo, St. Cloud, and Bismarck, the musical is settling in for a 14-month run at the Plymouth Playhouse. 1969 Barbara Hagel Stevens, Inver Grove Heights, Minn., retired in June; she taught second grade at Pilot Knob Elementary School in Eagan for more than 30 years. childhood experiences of her grandfather, King Olav V, the princess has written a tale about a little boy who becomes a prince in her first children’s book, Why Kings and Queens Don’t Wear Crowns. 1971 1973 Mike Sevig, Bloomington, Minn., and his wife, Else (Tallaksen) ’71, operate Skandisk, Inc., a company that distributes books and CDs (especially those related to Scandinavia) to specialty shops around the country. Last winter Skandisk secured the English language rights to publish a new fairy tale written by Norway’s Princess Märtha Louise and illustrated by one of Norway’s most celebrated artists, Svein Nyhus. Drawing from the Corrine (Froelich) Frank, Detroit Lakes, Minn., proudly reports that her son, Corporal Will A. Frank, is currently serving in the United States Marine Corps in San Diego (Miramar). He has served in Iraq and will be deployed again in December. He also plays tuba in the USMC Band. Courtsey photo AUGGIE REUNION 1974 Marlene (Chan) Hui, Bloomington, Minn., sadly notes the passing of her mother, Choi Wan Chan, in September. 1976 Rev. Gary Andersen, Bloomington, Minn., was installed as senior pastor of Community of the Cross Lutheran Church in June. He previously served Bethany Lutheran in Rice Lake, Wis. His wife, Diane (Forsberg) ’76, teaches English as a second language. 1977 These Auggies and their spouses gathered at Chautauqua, N.Y., and stayed at the Anthenaeum Hotel to share special memories of their 1953-1957 college years. Pictured on the hotel’s porch are: ROW 1 (L to R, seated): Gayle Engedahl Matson, Doug Herr, Verna Skovholt Barrett, Grace Forss Herr, and Marlys Holm Thorsgaard. ROW 2 (standing): Norman Matson and Arlen Thorsgaard (not pictured is Roger Barrett). 32 Lise LungeLarsen, Duluth, Minn., published her third children’s book in August 2004, Hidden Folk: Stories of Fairies, Dwarves, Selkies, and Other Secret Beings (Houghton Mifflin). LungeLarsen grew up in Norway, and her parents and grandparents filled her life with stories of elves, dwarves, and fairies. Now she shares those stories with children and the adults who read to them. Winter 2005-06 ALUMNI PROFILE Stan Waldhauser 100 years young: Community celebrates Knut Hoversten’s 100th birthday by Bill Vander Weele Reprinted by permission of the Sidney Herald in Sidney, Montana When Knut Hoversten [Class of 1930] was nine months old, he suffered from whooping cough. In May, he officially celebrated his 100th birthday. In between, there have been very few illnesses or other physical problems for the longtime Sidney resident. Because of rheumatism in his knees and hips, Hoversten uses a wheelchair, but appears to be in excellent health for someone who is a century old. He credits his long life to a harmonious family and living in Big Sky Country. “I watched my appetite very closely,” Hoversten said. “I don’t do any drinking or smoking.” He remembers being an 8-year-old boy and reading about proper diet during his mother’s trip to the doctor’s office. “I always had food that was tested by proper nutrition. I kind of studied a balanced diet all through my life. I studied the kind of vitamins food contained, especially food with good vitamins.” His daughters say Hoversten’s wife of 65 years, Hazel, also played an important role in his health. Hazel died in November 2004 at the age of 93. “She took awfully good care of him,” said daughter Julianne Mell ’64. “She was a nurse and made sure he ate right.” During the past year, Hoversten received the shocking news from his dentist that he had two cavities—the first in his life. Hoversten remembers, “I had to have all of my baby teeth pulled by a dentist because of the strength of my teeth.” Hoversten currently lives with his daughter, Carol Anderson, in Spokane, Wash. He remains busy during the day by reading, visiting friends, and seeing his greatgrandchildren. “My mom and dad used to come out and visit, so it’s been a second home for him,” Anderson said. Knut Hoversten celebrated his 100th birthday in May. Since his graduation from Augsburg in 1930, more than 40 members of the extended Hoversten family have also attended, including the family’s most recent Augsburg graduate, Kari Lucin ’03. The pair, along with the entire Hoversten clan, was honored in 2003 with the Distinguished Service Award. The oldest of 14 children (eight are still living), Hoversten attended Augsburg College in Minneapolis. He then went to the University of Minnesota, where he majored in chemistry, physics, and aeronautics. Years later, he finished his master’s degree at Montana State University. “He still reads and has been a student all his life,” said his daugher, Mell. Hoversten can speak several languages, including Norwegian, German, Greek, Latin, and French. “The best resources of medical sources are in German and Russian,” Hoversten said. He feels the greatest advances during his life came in the physics and medicine fields. “It started out pulling slivers out of your hand with a tweezers, and turned into working with DNA,” Hoversten said. Knut Hoversten ’30 He experienced many highlights during his 40 years of teaching. One memory he shared was building a rocket with a student in the 1950s and setting the rocket off from the baseball field. “It went pretty high,” he said. That student was Kendall Habedank, who is now a retired major general from the Air Force. Many students are thankful that Hoversten went into the teaching field. He was hoping to become a doctor, but because of the Depression, he couldn’t continue his education. “I ran out of money,” he said. “But I think his teaching was rewarding,” Mell said. “He was meant to be a teacher. I think he influenced more people than he would had he been a doctor.” Hoversten’s non-teaching activities included being a member of the Sidney Kiwanis Club for 58 years, a member of Pella Lutheran Church for 59 years, and director of the Methodist Church choir for 30 years. His many years of retirement featured teaching Norwegian at the Sons of Norway and working as a piano tuner. “I’ve got a good reputation in all of the area for being a good piano tuner.” When asked if he ever thought he would celebrate his 100th birthday, Hoversten said, “No. But I didn’t object to it.” Winter 2005-06 33 Class Notes Courtsey photo AUGGIES ABROAD AUGSBURG CENTENNIAL SINGERS 2006 FLORIDA APPEARANCES Concert Performances FEBRUARY 1 Trinity Lutheran Church and School 3016 S. Vine St., Kissimmee, Fla., 407-847-4204; 7 p.m. FEBRUARY 2 Emmanuel Lutheran Church 800 Tamiami Trail S, Venice, Fla., 941-488-4942; 7 p.m. FEBRUARY 4 Peace Lutheran Church 15840 McGregor Blvd., Fort Myers, Fla.; 6:30 p.m. (time tentative) FEBRUARY 5 Emmanuel Lutheran Church 777 Mooring Lane Dr., Naples, Fla., 239-597-1043; 3 p.m. FEBRUARY 6 First Presbyterian Church 9751 Bonita Beach Rd., Bonita Springs, Fla., 239-992-3233; 3 and 7 p.m. FEBRUARY 7 Grace Lutheran Church 327 C Ave. SE, Winter Haven, Fla., 863-293-8447; 7 p.m. Church Appearances FEBRUARY 5 Emmanuel Lutheran Church 777 Mooring Lane Dr., Naples, Fla., 239-597-1043; 8, 9:30, and 11 a.m. Hisham Al-Fergiani, an Augsburg alumnus from the 1970s, stands in the bookshop and press that he owns in Tripoli, Libya, called Dar Al-Fergiani Publishers. FEBRUARY 5 First Presbyterian Church 9751 Bonita Beach Rd., Bonita Springs, Fla., 239-992-3233; 8:30 and 10:30 a.m. 1979 1983 1984 1985 Judy Berkeland, Fairmont, Minn., recently became the Fairmont Area Schools’ new orchestra director. Her husband, Steve ’79, is senior pastor of Grace Lutheran Church. Les Heen and Barbara (Westerlund) ’89, Maynard, Minn., are enjoying life in the country, “with nothing but room to run, hills to roll down, and stars in the sky to find through the telescope,” says Barbara. Les is director of communications for Minnesota Farmer’s Union, located in St. Paul, and Barbara is an estate and businessplanning attorney, operating her own law practice in Maynard. They have two children, Christopher, 7, and Erik, 4. Laurie (Lindell) Miles, Apple Valley, Minn., recently moved back to Minnesota from California. She is a sales representative at Northwest Airlines. Norm Okerstrom and John Wahlberg ’86, owners of Excel Promotions, LLC, have entered into an agreement with Prime Advertising & Design, Inc., of Maple Grove, Minn., as an exclusive provider of promotional products, apparel, and corporate recognition items. Okerstrom and Wahlberg can be reached at <norm@excelpromo.com>. 1980 Bradley J. Imsdahl left his position as lead publisher of Quickfinder Handbooks, published by Practitioner’s Publishing Company of Fort Worth, Texas, to start a new publishing company called Tax Materials, Inc. His new company publishes quick reference tax guides to sell to CPAs and other tax professionals nationwide. He can be reached at <brad@thetaxbook.com>. 34 Franklin Tawah was featured as a “mover” in the business section of the St. Paul Pioneer Press. He is assistant vice president of University Bank in St. Paul. Elizabeth (Ingersoll) Swanson, Minneapolis, received the Master of Sacred Music degree with an emphasis on conducting from Luther Seminary in May. She currently serves as the choir director for Glen Cary Lutheran Church in Ham Lake, Minn.; she plans to become ordained as an associate in ministry and seek a call as a full-time cantor/music director in the Twin Cities. Jean Taylor, Eagan, Minn., was elected to serve on the board of directors for Piper Jaffray Companies. Taylor is president of Taylor Corporation and serves as chair of the Augsburg College Board of Regents. She also serves on the board of directors for the Minnesota Private College Council and is a trustee of the Glen A. Taylor Foundation. Winter 2005-06 AUGSBURG ARTISTS Amy Rice ’93 is known in the Twin Cities’ art community for her bold stencil creations, inspired as much by pop art and Japanese printmaking as the graffiti art movement. Minneapolis Mayor R.T. Rybak has cited Rice’s mural work as an example of how art has participated in the rebirth of Franklin Avenue. Rice is also known locally for her advocacy role on the behalf of artists with mental illness and recently received a national award for her efforts. Rice is a member of the Rosalux Collective, a vibrant and growing community of Twin Cities’ artists. Her work will be on display at the Rosalux Gallery’s upcoming Holiday Hoopla exhibit, Dec. 3-30 (opening reception Dec. 10, 7-11 p.m.). For more information and to view more of Rice’s work, visit the Rosalux Gallery online at <www.rosaluxgallery.com>. Mural on 11th and Franklin, Minneapolis, fall 2003 1986 Michael Berry was named executive vice president and chief financial officer of Dallasbased i2 Technologies, Inc. He previously served as senior vice president of Solutions Management at The Reynolds and Reynolds Company, Inc. 1987 Andrew Altenburg, New York, produces and hosts fundraising events through his company, Will Clark USA, which raises money for and awareness of AIDS causes under the umbrella name Bad Boys Events. He produced the Fifth Annual Bad Boys Pool Party in Palm Springs, Calif., in May, Winter 2005-06 Fisher Price Angel Spray paint and acrylic on canvas, 6” x 6” which raised $64,000 for L.A. Shanti, a nonprofit HIV/AID support organization in Los Angeles. He also executive produced a series of weekend events that brought another $13,000 to various Californiabased nonprofits. In the past eight years, Altenburg has been directly responsible for nearly a million dollars raised for gay men’s health organizations such as Magnet and the AIDS Emergency Fund in San Francisco and the Gay/Lesbian Anti Violence Project and Visual AIDS in New York. He currently hosts a weekly bingo game at the 9th Ave. Bistro in New York, which raises money for AIDS organizations, gay sports groups, and community organizations such as the Gay Men’s Chorus. Lisa Martin-Crawford, Minneapolis, received a 2005 Association of Schools of Public Health Minority Fellowship to support her study of the experience of Ojibway adolescents with Type II diabetes who live on reservations. The goal of the two-year study is to improve preventive health care. The fellowship is one of only four public health fellowships made annually by the Centers for Disease Control and Prevention. Martin-Crawford is a doctoral student at the University of Minnesota School of Nursing, and is an enrolled member of the Lac du Flambeau Tribe, an Ojibway tribe in Northern Wisconsin. Meghan with Olivia Mixed media, 24” x 48” 1988 Jim Damiani, Plymouth, Minn., was featured in the Twin Cities Business Journal as a recipient of its “Forty under 40” honor. Damiani, who serves as vice president of Bloomington-based Welsh Cos., has secured more than 1,500 real estate transactions in the past two decades. He got his start in real estate rehabbing old apartment buildings while still a student at Augsburg. 1989 Dawn Givans-Lander, Los Angeles, is a busy stay-at-home mom with 2-year-old twin boys. She is launching a hair salon/spa next spring. 35 Class Notes 1990 Courtsey photo KOLANDER-MCCUNE WEDDING Dave Frisell, Bloomington, Minn., is Kennedy High School’s new head football coach. He also teaches physical education at Kennedy and at Oak Grove Middle School. Alex Gonzalez, Bloomington, Minn., earned the title of financial consultant for Thrivent Financial for Lutherans after successfully completing extensive training. He is one of 450 financial consultants nationwide qualifying for membership in the group. Judith A. Lemke was named executive vice president and chief information officer at Schneider National, Inc., in Green Bay, Wis. She previously served as CIO of Capella University in Minneapolis and as vice president of the Midwest region for Minneapolis-based BORN Information Services, Inc. Holly Kolander ’96 married Chris McCune in March 2004 at Orange Tree Golf Resort in Scottsdale, Ariz. Holly taught 4th grade, but now stays home to care for their four-month-old twin daughters (see their birth announcement on p. 38). Courtsey photo BOLDEN-FIELDS WEDDING 1991 Penny R. Olson, Richfield, Minn., received the Master of Divinity degree from Luther Seminary in May. Before entering the seminary, she worked as a registrar, data processor, health consultant, and health unit coordinator at hospitals and medical centers in Minneapolis and St. Louis Park. She plans to serve as an ELCA parish pastor. Carolyn Pool, Minneapolis, originated the lead in the world premiere of Paula Cizmar’s play, Bone Dry, aka the Copy Editor Murders, at the Jungle Theater. A writer in the Star Tribune recently described her as a “dynamo of the stage.” 1992 Trena Bolden ’00 married Jerome Fields ’00 in August. Trena serves as director of Augsburg’s Pan-Afrikan Center. 36 Walt Filson, Brooklyn Center, Minn., teaches law enforcement for Anoka-Hennepin ISD #11; he is pursuing a master’s degree in criminal justice. Ladd Ojala, Minneapolis, competed in an Ironman competition this summer in British Columbia, Canada. 1994 Susan (Horning) Arntz, Waconia, Minn., recently received the International City/County Management Association (ICMA)’s Credentialed Manager designation. Arntz, a member of Augsburg’s Alumni Board of Director’s, is city administrator of the City of Waconia. She also serves as chair of the Leadership ICMA Committee, and previously served as assistant city manager for the City of New Brighton and as assistant to the administrator/economic development coordinator for the City of Chaska. 1995 Jason Shaver was appointed as director of broadcasting and corporate sales by the Iowa Stars hockey team. Shaver, who was the vice president of communications and the playby-play voice of the Texas Wildcatters the past two seasons, will be the play-by-play voice of the Dallas Stars American Hockey League affiliate. 1998 Camille Carnes, San Rafael, Calif., received a Master of Education with a concentration in equity and social justice in May from San Francisco State University. She is currently working with high-risk youth in a young women’s empowerment program. She can be reached at <camillecarnes@sbcglobal.net>. Stephanie Simones, New Berlin, Wis., married Jeff Wehrman in May 2004. She teaches at St. Mathias Catholic School, and enjoys running and biking in road races, marathons, and triathlons. Winter 2005-06 Courtsey photo STENSVAAG-DARDA WEDDING Brenda Selander, Champlin, Minn., married Ted Mitshulis in June. They met at Anoka High School, where they teach and coach. 2003 Eric Bretheim, Edina, Minn., married Kelly Anne Lewis in July. Eric is a transportation logistics coordinator for Cargill. Ken McCann, Eden Prairie, Minn., works for Target Financial Services. Shawn Smith was added to the 2005-06 pre-season roster of the Fort Wayne Komets—five-time United Hockey League champions. 2004 Rebecca Stensvaag ’01 married Paul Darda ’01 in July 2004. Paul is a history teacher and assistant wrestling coach at Champlin Park High School, and Rebecca teaches 3rd grade at Johnsville Elementary School. Their wedding photo features more than 30 Augsburg alumni. Pictured here are: ROW 1 (L to R, front): Cindy Blummer ’01, Emma Stansvaag ’08, Ruth Casperson ’67, Hannah Mehus Stensvaag ’38, Rebecca Stensvaag Darda ’01, Paul Darda ’01, Nancy Strommen Stensvaag ’71, John-Mark Stensvaag ’69, Stephanie Johnson Sulzbach ’71, John Sulzbach ’69, Jean Boxrud Steen. ROW 2: Roland ’03, Tjersti Strommen ’07, Adam Thronson ’00, Marsha Strommen Olson ’68, Dawn Hofstad Strommen ’70. ROW 4: Peter Strommen ’69, Mary Nelson Eckberg ’70, Brad Fischer ’03, Heidi Peterson ’03, Mark Peterson ’01, Mary Ellen Strommen Lieber ’67, Tim Strommen ’70. ROW 5: John Eckberg ’68, Ainy Carlson, Jeroy Carlson ’48, Phil Edstrom ’69, Luther Strommen ’40, Steve Strommen ’65. 1999 Tony Hudson, Minneapolis, is the diversity achievement coordinator at Sandburg Middle School in Golden Valley, Minn. He recently received a master’s degree in education administration from St. Mary’s. Rachel (Westhed) Stenback resides in Sweden with her husband, Tomas. She received a master’s degree in enthnology from Uppsala University in Uppsala, Sweden. She recently co-wrote the resources section of a new book, On My Swedish Island: Discovering the Secrets of Scandinavian Well-being, by Julie Catterson Lindahl (Teacher Winter 2005-06 Penguin), and she has worked on marketing the book—both in Scandinavia and the United States. She and her husband, who is a math and science teacher, have been offered English teaching positions in China starting next August through the Lutheran Church in Sweden (Svenska kyrkan). Stenbak can be reached at <rachel.stenbak@home.se>. 2000 Larissa (Westfield) Larson along with her sister, Rebecca Westfield ’03, launched Ensemble, a women’s clothing and accessories boutique in the Linden Hills neighborhood of Minneapolis. The sisters and the boutique were featured in the September issue of Women’s Business Minnesota magazine. Marcia Volk, Rosemount, Minn., married Brian Marrison last December. 2001 Conor E. Tobin, St. Paul, received a juris doctor degree from William Mitchell College of Law in June. While attending William Mitchell, Tobin served as president of the Student Bar Association and was a recipient of the CALI Award of Excellence for his work in the Immigration Law Clinic. 2002 Chris Kambeitz recently moved from Fargo, N.Dak., to Carver, Minn. He works in sales with Summit Products North, and can be reached at <cgkambeitz@ yahoo.com>. Erica Champer, Chicago, works at Heartland Housing. Kelly L. Chapman is a student at Fashion Institute Design & Merchandising in Los Angeles. She is working and interning for Ali Rahinii, owner and designer of Mon Atelier. After graduation in December, she hopes to enroll in the institute’s third-year program. Rick Dzurik is a music therapist, working with patients at the North Memorial Residential Hospice in Brooklyn Center, Minn., on the North Memorial Inpatient Hospice and Palliative Care Unit and with Hospice Homecare patients. Brian Eayrs is pursuing a master’s degree in sports administration at the University of Wisconsin-La Crosse, where he serves as graduate assistant to the defensive coordinator of the UW-L Eagles’ football team. His father, Mike Eayrs ’72, once served as the Eagles’ offensive coordinator; he now serves as director of research and development for the Green Bay Packers (he also served 16 years in the same capacity for the Minnesota Vikings). 37 Class Notes Dayle VanderLeest, Minneapolis, is serving as a long-term substitute secondgrade teacher at Cedar Riverside Community School in Minneapolis. 2005 Brad Schwartzbauer is the new Mounds View, Minn., boys’ hockey coach. He was an allconference player and captain at Augsburg, and played in the Colorado Rockies’ minor league system. Births/Adoptions Mark Muhich ’89 and Allison, Eveleth, Minn.—a son, Brennan, on St. Patrick’s Day. He joins older brother Quinn, 4. Mark owns Muhich Law Firm in Virginia, Minn., and teaches legal-related courses at Mesabi Range Community and Technical College in Virginia. He can be reached at <mamuhich@ rangenet.com>. Rich Blumer ’95 and his wife, Heather, Maple Grove, Minn.— a daughter, Amanda Jane, in February. She joins older brother Carson, 2. Rich is an applications consultant for US Bank. Ryan Carlson ’96 and his wife, Lauren, St. Paul—a son, Quintus (Quin) Joseph, in September. Ryan is a senior manufacturing manager for Seagate in Bloomington and Lauren is a scientist for Ecolab in Eagan. They can be reached at <rc_and_lauren@yahoo.com>. Holly (Kolander) ’96 and Chris McCune, Scottsdale, Ariz.—twin daughters, Sierra and Malayna, in June (see Holly and Chris’ wedding photo on p. 36). Ann (Gallagher) ’96 and Lee Stephenson ’06, Sturgeon Lake, Minn.— a daughter, Laura Ann, in May. She joins older sister, Grace. Ann and Lee received master’s degrees from St. Mary’s University. Amy (Gustafson) ’97 and Ross Albertson, South St. Paul—a son, Max Andrew, in June. Amy teaches 6th grade for South Washington County Schools. Leah (Holloway) ’99 and Kevin Rudeen, Vadnais Heights, Minn.—a son, Zachary John, in June. Leah is a research consultant with John H. Harland Company in Roseville. Jennifer (Crego) ’00 and Chad Carls ’00, Oak Grove, Minn.—a son, Brock David, in April. He joins older brothers Tommy, 3, and Andrew, 1. In addition to teaching chemistry and physics at Champlin Park High School, Chad also sells real estate. Jennifer and Chad can be reached at <chadcarls@yahoo.com>. Amy (Stier) ’01 and Jeff Eppen, Belle Plaine, Minn.— a daughter, Courtney Breanne, in February. Stefanie (Lindell) ’98 and Bruce Lender ’98, St. Paul— a son, Samuel, this year. Courtesy photo ALUMNI PROFILE Laura McGowan ’03: Study-abroad seminar inspires future service Written by Lynn Mena; interviewed by Betsey Norgard After participating in an Augsburg Center for Global Education seminar to Namibia during her senior year, Laura McGowan ’03 was so inspired by her experience that she pledged to one day return to Africa. This summer, she landed upon an opportunity to spend six weeks volunteering at Beautiful Gate Namibia, an international, interdenominational Christian organization providing daycare and support to children and families in need. Located in Katutura, Windhoek, Namibia, the center provides emotional, spiritual, and physical care to these children, and supports their families and communities by giving practical assistance. “I just started doing whatever they needed—sharpening pencils, cleaning, making food,” said McGowan. “It took a bit of time for me to put into perspective what I was doing, and I started to realize that what I might ordinarily consider menial tasks were genuinely helping to make the staff’s lives easier as well as to serve these kids. I may not be up there in front of the class teaching, but what I’m doing is needed just as much.” Laura McGowan ’03 posed with one of the children at Beautiful Gate, a daycare center in Namibia where McGowan volunteered for six weeks this past summer. McGowan, who teaches 9th-grade history at Northview Junior High in Brooklyn Park, Minn., formed a special bond with a young girl named Queen whom she provided one-on-one tutoring. She also traveled with staff to various homes to perform needs assessments as well as to provide support. Upon returning to Minnesota, McGowan was immediately struck by the multitude of opportunities available to children and students in the United States as compared to those at Beautiful Gate. “Even though many of my students are at or below the poverty level, I started to realize that even for them, in comparison, there is tremendous opportunity here,” said McGowan. “And so now I really have a drive to make sure the kids I teach realize and have access to those opportunities.” 38 Winter 2005-06 In Memoriam M. Glendora Dueland ’29, Slater, Iowa, died in April; she was 98. She taught in public schools in Minnesota and eventually entered public service in Washington, D.C., working for various government departments. She retired back to Slater, where she was active in the historical society. Dueland was a longtime supporter of the College and generously included Augsburg in her estate plans. Joseph E. Erickson ’37, Mukilteo, Wash., died in February; he was 91. He was a retired farmer and missionary, known to many as the “singing farmer” for his singing ministry, which he shared during his mission trips to more than 50 countries. Norman Myrvik ’38, Brooklyn, N.Y., died in August 2004; he was 91. He was an opera singer, composer, choral conductor, opera impresario, radio host, record producer, and teacher. His Town Hall debut was followed by many engagements with opera companies and symphony orchestras, as well as leading roles on NBC’s Opera of the Air and recitals in major U.S. cities. In 1967 he founded the Brooklyn Lyric Opera Company at the Brooklyn Academy of Music, which received glowing reviews from The New York Times. In 1962 his recording of Charles Griffes and Edvard Grieg songs won praise from The New York Times, The Atlantic, and High Fidelity. Myrvik hosted Opera Stars of Tomorrow for many years on WNYC Radio, and held teaching positions at Lehman and Kingsborough colleges. Rev. Grant H. Olson ’40, Seminole, Fla. (formerly of Minneapolis), died in August; he was 90. He formed two churches in Washington and served Minneapolis at Lebanon Lutheran Church for 26 years. In 1984 he joined the Lutheran Winter 2005-06 Synod staff in Tampa and later became chaplain at Palms of Pasadena Hospital and Bay Pines VA Medical Center, retiring in 1999. Agnes (Landsverk) Torbenson ’41, Detroit Lakes, Minn., died in July. She was a retired English teacher. Sylvia (Brandt) Sateren ’47, Indio, Calif., died in May. She was a retired choral music teacher and a 1996 inductee into the Augsburg Athletic Hall of Fame. Marvin Larson ’50, Carrollton, Texas, died in September 2004. He and his wife, Elaine, built three Home Mission churches in Circle Pines, French River, and Keewatin (all Minn.) and spent six years in Guadalajara, Mexico, serving as missionaries before moving to the Texas/Mexico border town of McAllen to open an English/Spanish Bible bookstore. Prior to his retirement, Larson also taught high school building trades and did cabinetry work. Arthur J. Cote, Jr., ’54, Columbia Heights, Minn., died in September; he was 82. Dale Erdahl ’54, Sioux Falls, S.Dak., died in May; he was 73. In addition to farming for more than 20 years, he was a two-time Minnesota legislator and an employment counselor for the State of Minnesota. Rev. Glen C. Eveland ’56, Backus, Minn., died in July 2004; he was 71. In his 38-year ministry, he served churches in Indiana, Iowa, and Minnesota. Paul L. Nyhus ’57, Brunswick, Maine, died in August of brain cancer; he was 70. He was former Bowdoin College dean of students, dean of the college, and Frank Andrew Munsey Professor of History emeritus. As dean of students from 1969 to 1974, he encouraged and protected diversity among students and faculty, participated in the founding of the Afro- American Society and the establishment of co-education, and dealt with such crises as the student strike of 1970 to protest the bombing of Cambodia. As dean of the college from 1975 to 1980 and again in the fall of 1987, he continued to work on the goals established earlier, and participated in the debates that lead to Bowdoin’s divestment of investments in companies operating in apartheid South Africa in 1985. Nyhus retired last year after 38 years of service. Prior to Bowdoin as a graduate student at Harvard, he participated in the second march to Montgomery, Alabama, organized by Martin Luther King, Jr., an experience that forever shaped and strengthened Nyhus’ commitment to civil liberties and racial equality. Nyhus was a named an Augsburg Distinguished Alumnus in 1978. Rev. Glenn O. Davidson ’58, Pine Island, Minn., died in December 2004; he was 73. He was ordained at Central Lutheran Church in Minneapolis and later served 10 years in parish ministry in Wisconsin and as a pastoral counselor throughout Wisconsin for 20 years, retiring in 1995. Marilyn Rogers ’61, Minneapolis, died in March of complications from post-polio syndrome; she was 64. Despite spending much of the past 55 years in an iron lung, she lived an active and inspired life. In the 1970s, she helped start the United Handicapped Federation, which worked with the Minnesota Legislature to improve access for people with disabilities. James R. Quick ’71, Bloomington, Minn., died in September; he was 72. A retired social worker, he also served in the Air Force during the Korean War and was a singer and former Golden Gloves boxer. Rev. Daniel D. Rudquist ’71, Arden Hills, Minn., died in August; he was 55. He was ordained in 1976, and served the parishes of Sillerud and Trinity in Balaton, Minn., and Redeemer Lutheran in Fridley, Minn. Charlotte M. Granite ’97, Freeport, Minn., died in July of cancer; she was 42. She worked as a physician assistant for the Paynesville Area Health System and the St. Cloud Medical Group (Cold Spring office), and served in the 134th Forward Support Battalion of the Army National Guard. Rev. Dr. Karl H. Brevik, Indian Wells, Calif., died in October 2003; he was 75. He taught religion courses at Augsburg in the 1950s, during which time he served as a parish minister at Central Lutheran Church. Katherine A. Hennig, Minneapolis, died in October; she was 94. An Augsburg professor of emerita of music, she also taught voice at the College of St. Catherine and Hamline University. She was a soloist with the Minnesota Orchestra and also performed with the Minnesota Opera Company. In New York, she obtained the lead on the Broadway stage in Allegro and a role on Broadway’s 46th Street Theater in the musical Arms and the Girl. She also appeared in a 14-week engagement at Radio City Music Hall. Elvira Carlson Springer, Golden Valley, Minn., died in July; she was 93. She was a dietician and teacher at Augsburg during WWII. Nels Stanley “Stan” Stake, Wayzata, Minn., died in January; he was 87. A former regent of Augsburg, he was a longtime employee of Honeywell. His career took him from his hometown of Chicago to Pittsburgh and finally to Minneapolis, retiring as senior vice president of the Commercial Buildings Group. 39 AUGGIE THOUGHTS Auggie Thoughts Making cultural choices by Dulmaa Enkhchuluun ’04 Courtesy photo Dulmaa Enkhchuluun, or “Enkee,” as he explains below, is a 2004 Augsburg graduate who majored in international relations. He now works for the Mongolian Parliament, handling international communications, especially from international organizations. The following is excerpted, with his permission, from a piece he wrote for a Star Tribune blog. I over. He had more electronic am a 26-year-old Mongolian male, equipment than my whole school and everyone calls me Enkee. My had in Mongolia. full name is Dulmaa Enkhchuluun. I learned about the value of Under the Mongolian system, we choice and the abuse of choice. I only have one name, but my had to select those things that mother’s name is Dulmaa and out of could help my family and country, honor to her, I use her name as my and I had to avoid the excess. first name or what you would call Having choice was worthless unless my family name. She gave me the I could use the choices wisely. I personal name Enkhchuluun, learned that I would never have which comes from two Mongolian more food than I could eat, that I words, enkh meaning peace and could never have more equipment chuluun meaning stone. She hoped than I could use, and that I would that in a world of great uncertainty buy only what I needed. I also I would be as strong as stone but Dulmaa Enkhchuluun ’04, or “Enkee,” walks through fields in made a promise to myself to remain also as peaceful as a stone. his native Mongolia, with the sacred mountain Burkhan as strong as a rock and as peaceful I came to Minnesota to pursue Khaldun in the distance behind him. as a rock in America. In order to my B.A. degree. It was my first trip remain strong, I would walk or ride abroad, and I had no idea how the to have as much pop, milk, or tea as I the bike that my host family gave me, American academic system functioned or wanted. Just walking into the cafeteria even in the coldest weather. even how Americans lived. I knew that gave me more choices in food than I was In five years I learned to be an the images I saw on television and in accustomed to making in a whole year American in some parts of my life and films did not represent real life in back in Mongolia. even in some parts of my heart, and yet I America, but I had no idea what to I came to America with one small strove to remain a Mongol and to be my expect aside from those images. suitcase. I kept everything that I had in mother’s son. I wanted to return home to I thought of America as a large, powerful it. Each piece of clothing was folded Mongolia with the best education and country associated with democracy and, exactly as my mother taught me. My pen, training that America had to offer, but I of course, Hollywood. pencil, and notebook were each carefully wanted to be the strong and peaceful My introduction to American life wrapped, and I treasured them. By man that mother intended me to be. came through the college experience. I contrast, my roommate had a roomful of After all, in giving me the name was delighted by the great choice of food. stuff. He owned more books than a Enkhchuluun, she gave me my destiny On campus and within a few blocks, I library, yet he never seemed to read. He and my character, I wanted to live up to could find pizzas, hamburgers, French had enough music CDs for a music store, her hopes for me. fries, and the drink machines allowed me but he played the same one over and 40 Winter 2005-06 CCalendar ALENDAR Music February 16 For music information, call 612-330-1265 The Guthrie Theater: An Organization in Transition December 2-3 26th Annual Advent Vespers 5 and 8 p.m. service each night Central Lutheran Church, Minneapolis A conversation with Tom Proehl, managing director, Guthrie Theater 7 p.m.—Tjornhom-Nelson Theater January 27-29 Exhibits Gospel Praise Tour For gallery information, call 612-330-1524 Performances in southern Minnesota November 4-December 18 February 5 Recent Works Gregory Fitz and Jake Keeler Gospel Praise Concert Gage Family Art Gallery, Lindell Library Artist gallery talk: Dec. 8, noon 10 a.m.—Woodlake Lutheran Church Richfield, Minn. February 17 Gospel Praise Concert 4 p.m.—MMEA Conference Convention Center, Minneapolis Fragments: Glimpses of History and Place Thomas Westbrook February 28 Trio Concert Featuring Mary Horozaniecki, violin; Jim Jacobsen, cello; Jill Dawe, piano 7 p.m.—Sateren Auditorium Theatre For ticket information, call 612-330-1257 February 4-12 The Illusion By Tony Kushner Directed by Martha Johnson Feb. 3, 4, 5, 9, 10, and 11 at 7 p.m.; Feb. 5 and 12 at 2 p.m. Tjornhom-Nelson Theater January 25-May 20 January 13-February 17 Gage Family Art Gallery, Lindell Library Opening reception: Jan. 20, 5:30-7:30 p.m. Featuring five collegiate women’s choruses including Augsburg’s Riverside Singers 4 p.m.—St. Andrew’s Lutheran Church Mahtomedi, Minn. “Being Global Citizens; Living a Legacy” 1 p.m.—Hoversten Chapel, Foss Center For information, call 612-330-1022 For more information, visit <www.augsburg.edu/ais/filmseries> or call 612-330-1523 Gospel Praise Concert WomanVoice Concert Martin Luther King Jr. Convocation Augsburg Native American Film Series Sculptural installations by Barbara Claussen February 26 January 16 Christensen Center Art Gallery February 18-19 Our Saviour’s Lutheran Church Tucson, Ariz. you work and live. A continental breakfast is served, no reservations are needed. 7 a.m., first Wednesday each month, St. Philip the Deacon Lutheran Church, Plymouth, Minn. For speaker information, contact Pastor John Hogenson at <jhogenson@spdlc.org> or John Knight at <faith@augsburg.edu>. Photography by Terry Gydesen Christensen Center Art Gallery Opening reception: Jan. 20, 5:30-7:30 p.m. February 24-March 31 Sculpture by Jane Frees-Kluth Gage Family Art Gallery, Lindell Library Opening reception: Feb. 24 February 14 Dana Gioia Poet, critic, and bestselling author. Part of the Augsburg Convocation Series: Global Citizens/Local Citizens. 11 a.m.—“American Poetry in a Violent War” Hoversten Chapel, Foss Center For information, call 612-330-1180 Mixed media by Mary Bergs Christensen Center Art Gallery Opening reception: Feb. 24 Other Events December 2 Seminars, Lectures, and Films December 7-May 3 FAITH@WORK Monthly Series FAITH@WORK is a monthly meeting of business professionals featuring speakers to help you grow as a leader so that you can more effectively live out your faith where Annual Velkommen Jul Celebration 10:15 a.m.—Chapel Service, Hoversten Chapel, Foss Center 11 a.m.-2 p.m.—Scandinavian treats and gifts, Christensen Center February 11 Connections—A Women’s Leadership Event See p. 27 for more details Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. __________________________________________________________________________________________________________________ Full name Maiden name Class year or last year attended __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ ■ Okay to publish your e-mail address? Home telephone E-mail __________________________________________________________________________________________________________________ Employer Position Work telephone Is spouse also a graduate of Augsburg College? ■ Yes ■ No If yes, class year_______________ __________________________________________________________________________________________________________________ Spouse name Maiden name Your news: ________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 2211 Riverside Avenue Minneapolis, MN 55454 Non—Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031
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Title: Augsburg Now Fall 2006
Collection: Alumni Magazine Collection
Search Result: 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 12:25 PM Page 1 Augsburg Now FRESH FOOD FOR CITY FOLKS A BETTER POLICE LINEUP HANDS-ON HEALING A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS FALL 2006 VOL. 69, NO. 1 Welcome to the Pribbenows page 12 P. 30 P. 18 P. 24 6121_Augs...
Show more 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 12:25 PM Page 1 Augsburg Now FRESH FOOD FOR CITY FOLKS A BETTER POLICE LINEUP HANDS-ON HEALING A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS FALL 2006 VOL. 69, NO. 1 Welcome to the Pribbenows page 12 P. 30 P. 18 P. 24 6121_AugsburgNow-Fall 06 9/14/06 10:55 AM Page 2 Editor Betsey Norgard norgard@augsburg.edu Staff Writer Bethany Bierman bierman@augsburg.edu Letter from the President W Photographer Stephen Geffre geffre@augsburg.edu hat we have loved, others will love, and we will teach them how.” William Wordsworth’s remarkable words from “The Prelude” offer me the simplest way to introduce myself to the Augsburg community. I am an educator and college president because I have been blessed in my life with passionate teachers who have taught me to love great ideas, imaginative skills, faithful acts, and vibrant communities. I teach and lead so that others also might love what I have learned to love. A wise alumna of Rockford College—from which I have arrived to take up my new post here at Augsburg—asked me during the interview process there in 2001 what I was reading and why. What a great question and what an intriguing way to know someone. Allow me therefore to offer a few texts that are always near at hand for me, and that offer you a glimpse into the issues and ideas that inspire my work. The Bible is the source of my worldview. It teaches me of faithful and abundant lives, of generous love surpassing all understanding, and of a gracious story that still unfolds around all of us in our lives in this world and beyond. The Constitution of the United States sits on my desk as a reminder of the truths and aspirations of our democracy. In those truths is the stuff of patriotism, properly understood. Michael Ignatieff’s The Needs of Strangers is an elegant essay that draws together some of the best of human thought to help all of us better understand what it means to care for each other. Jane Addams’ Twenty Years at Hull-House is the story of a life led in a neighborhood, serving others and strengthening democracy. Parker Palmer’s Let Your Life Speak is my roadmap to vocational journeys. And Wendell Berry’s What Are People For? challenges us to remember the proper scale of human work and life—and to fight for sustainability in the world bent on destroying itself. Shall we read together? Shall we find the time to talk together about great ideas and actions? Shall we work together to make the world a more faithful, just, and humane place for all God’s people? I believe that is what Augsburg stands for and I could not be more pleased—or have a deeper sense of gratitude—for the privilege to lead this remarkable college. I look forward to our work together on behalf of Augsburg College. Yours, Paul C. Pribbenow, president Media Relations Manager Judy Petree petree@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Director of Marketing and Communications Christopher Moquist moquist@augsburg.edu Director of Alumni Relations Heidi Breen breen@augsburg.edu www.augsburg.edu On the cover: On July 1, the Augsburg community welcomed Augsburg’s 11th first family—Paul and Abigail Pribbenow, and their children, Thomas and Maya. Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minn., 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 3 18 Fall 2006 Contents Features Departments 12 Experience grounded in 2 Around the Quad mission and vision: Paul 4 Sports Pribbenow’s call to Augsburg 10 Supporting Augsburg— by Bethany Bierman Access to Excellence: The Campaign for 18 Country Fresh Urban Augsburg College Renewal by Tim Dougherty 32 Alumni News 22 Making art and history in France by Tara Sweeney 34 Class Notes 24 Making their mark in the 40 Views lineup by Betsey Norgard and Calendar 28 Photographer’s pick— some of the year’s favorites by Stephen Geffre 22 30 A hands-on approach to better health by Betsey Norgard 28 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 4 AROUND THE QUAD NEWSNOTES Also elected as board officers are: Dean Kopperud, vice chair; Dan Anderson ’65, treasurer; and Jackie Cherryhomes ’76, secretary. In addition, Pribbenow has announced the formation of a Branding Committee, which will work with materials as they are developed to strengthen the College’s position and image. Promotion to professor Andrew Aoki, political science Vicki Olson, education The president’s leadership teams Congratulations, faculty! Ted Grindal is elected board chair At its spring meeting on May 5, the Augsburg Board of Regents elected H. Theodore Grindal ’76 the new chair for a six-year term. “My goal is to help the board keep true to our vision and mission,” said Grindal, which includes supporting the president and serving as ambassadors to the community on behalf of Augsburg. “If we do these things, the College will continue to move forward positively.” President Paul Pribbenow has formed two teams to help him lead the College: The President’s Cabinet will be the primary administrative decision-making body for the College and includes the two special assistants, five vice presidents, and chief information officer. (see photo on p. 14) The President’s Advisory Group comprises a representative group of Augsburg College faculty, staff, and students whose primary role is to convene regularly on a one-year appointment to advise the president on key institutional issues, to receive reports on institution-wide projects and initiatives, and to engage in an ongoing conversation about future opportunities and challenges related to institutional planning and activity. Editor’s note After its first six years, Augsburg Now has received a makeover— not extreme, but aiming to read more easily, look fresher, and appear more contemporary with Augsburg’s other communications. We’ve listened to your comments and hope that you enjoy the new format for Around the Quad campus news and the Alumni News/Class Notes. Our features aim to engage you in their remarkable stories and vibrant photography. Please … write to us with your thoughts. Does Augsburg Now read well? What changes or improvement should we still consider? We’d love to hear from you. 2 AUGSBURG NOW Tenure granted Matthew Haines, mathematics Augsburg advances in college ranking Mark Strefeler, biology Tenure granted and promotion to associate professor Beth Alexander, physician assistant studies Eric Buffalohead, sociology and American Indian studies Lars Christiansen, sociology Nancy Rodenborg, social work In U.S.News & World Report’s 2007 listings of America’s Best Colleges, Augsburg is ranked 23rd in the category of “Master’s Universities—Top Midwestern,” an improvement of three places from last year. For the full listings, go to www.usnews.com. Augsburg is also named an “Academic Program to Watch For” in two categories—ServiceLearning and First-Year Experience—and is the only Minnesota private college in either group. Hoping for “I do” on the Today show WEC student Josh Linde and his fiancé, Carrie Hortsch, are among the seven finalists for a wedding with all the trimmings, courtesy of NBC’s Today. As they tackle weekly competitions, their fate is determined by viewer votes, with one couple eliminated each week up to Sept. 20, when the winner is announced. Go to www.msnbc.msn.com/id/130830 94/. 6121_AugsburgNow-Fall 06 9/14/06 Three learn foodservice skills In its third summer Culinary Job Training program for the unemployed or underemployed, the Campus Kitchen at Augsburg College graduated three people with newly-earned skills for the foodservice industry. This year’s eight-week program focused on local food production in partnership with Ploughshare Farm (see the story on p. 18). Jessica Gaulke is Aquatennial queen On July 21, sociology major Jessica Gaulke was crowned the 2007 Aquatennial Queen of the Lakes. As ambassador, she will travel throughout the region representing the City of Minneapolis and receive an educational scholarship. RECENT GRANTS $9,000 from the C. Charles Jackson Foundation for a oneyear project to analyze and develop leadership activities in the co-curricular program. $2,000 matching grant from the Consulate General of Canada in Minneapolis to purchase library materials to support Canadian Studies on campus. $238,080 renewal of two-year grant for Academic Fellows from the U.S. Department of Education to support summer research of students who are first-generation or low-income college students working with faculty mentors in preparation for post-baccalaureate education. 10:57 AM Page 5 $538,300 in grants from National Science Foundation to the Department of Physics to support the collection of data and study of Earth’s magnetosphere, or “space weather.” $26,514 from the National Aeronautics and Space Administration (NASA) to support the research of two physics students who will carry out data validation and scientific analysis of magnetometer data from NASA’s recently launched ST5 satellites. $198,000 federal appropriation to the StepUP Program to refine academic support services, to hire a chemical dependency counselor for student caseload relief, to complete an outside program evaluation, to develop standards of practice, and a mentorship program, and to write a history of the program in book form. Kids creating art on Riverside Avenue Augsburg art faculty member Robert K. Tom, students from the Cedar Riverside Community School, and volunteers from the Augsburg community have begun work on a project that will turn dour concrete walls at Augsburg’s 21st Avenue entrance into a ceramic bas-relief mural. The mural is an outgrowth of the Cedar Riverside–Augsburg Pottery Cooperative, an ongoing partnership that Tom began with the Cedar Riverside Community School. Each week fifth- through eighth-grade students from the largely Somali, Asian, and Hispanic neighborhood participate in hands-on pottery and art workshops. Starting in the fall, Augsburg volunteers and the students will create clay press moulds to be replicated over and over—moulds of icons and symbols that Tom says “represent their thoughts, values, concerns, and/or inner beliefs.” They will be fired and placed in a radiant mandala pattern along the 220 square foot walls. In July, students in the CREATION summer arts program, sponsored by Trinity Lutheran Congregation, enjoyed a four-day head start on the project. This project recently won Tom a seed grant from Forecast Public Art, a Twin Cities-based organization nationally recognized as a public art resource, to carry out the project through November. Tom is currently seeking additional funds for further continuation. Tom said that he found regular walks in the Cedar-Riverside neighborhood to be the impetus for a project to chisel away at the “invisible barrier between the Augsburg campus and the community of Cedar Avenue.” To him it seemed that despite the lively energy of the dense multiethnic neighborhood, “there were two worlds existing sideby-side with little interaction.” — Darcy Trunzo ’06 FA L L 2 0 0 6 3 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 12:44 PM Page 6 AROUND THE QUAD SPORTS Campus mourns longtime English professor Seven students receive athletic honors John Mitchell, who taught English at Augsburg for 36 years, died on Aug. 17 at the age of 66. A memorial service was held for him on Sept. 8 in Hoversten Chapel. Mitchell taught courses in poetry, writing, and film. Repeatedly, former students remark that John Mitchell’s classes were among the most difficult and the most memorable they took. They describe his teaching as challenging, engaging, enraging, inspiring, and influential. He always found time for students and took great effort to correct and edit their papers. His passion for film led to a two-year sabbatical to study film at San Francisco State University. English department colleague Robert Cowgill remembers that when the Oak Street Cinema opened, Mitchell often attracted groups of people around him after the shows who stood and listened to hear his thoughts about the films. On campus, Mitchell was often seen with clusters of students and colleagues, enjoying a conversation. In 1996, Mitchell was devastated by the death of John Engman, an Augsburg student whom Mitchell had met in 1968, during his first year of teaching at the College. Following Engman’s premature death, Mitchell became the executor of his literary estate and worked to find a publisher for a manuscript Engman left. This poetry collection, Temporary Help, was published by Holy Cow! Press and was nominated for a Minnesota Book Award in 1998. 4 AUGSBURG NOW Augsburg College has awarded seven seniors with its athletic awards for accomplishment, leadership, and character on the playing field and in the classroom. Athletic awards are voted on by coaches in Augsburg’s men’s and women’s athletic departments. Augsburg mourns the death of English professor John Mitchell, who died in August. Mitchell was born in Decatur, Ala., and earned degrees from Maryville College and the University of Tennessee. He met his wife, Jean, while they both served in the Peace Corps in Liberia. For a number of years, Mitchell was faculty adviser to Murphy Square, Augsburg’s literary arts journal. Last year, in the foreword to its 30th anniversary edition, he wrote, “I get more pleasure from being published in Murphy Square than from a nationally distributed magazine. Why? Well, more people are likely to read my work, people I know and care about, and readers who will be more able to construe it in terms of my known local identity. To put it in literary jargon, I have the chance to be a public poet rather than merely a private one.” — Betsey Norgard 2005–06 Augsburg Honor Athletes Mitchell was also a frequent contributor to Murphy Square. This poem appears in the 1998 edition: The Sound of Two Pie Pans The brief little period when you Are alive is more than enough To make up for all the years When you were giving yourself Advice. How wonderful to perspire, To examine the back side of a leaf, To admire the angel worms Gorged on their silk. You could Walk for days sucking an orange. You could write letters home Without stopping to compose Your face. Living is like banging Two pie pans together at midnight For the brief silence that precedes The noise. No, living is not anything You can say. It’s an attitude Of swanky delight, and the absence Of attitude, simple sleep at night. Darren Ginther—Ginther, a baseball third baseman and pitcher became one of the top hitters in the region, earning All-MIAC and All-Midwest Region honors as well as ESPN The Magazine academic honors. He was an economics and education studies major and Dean’s List honoree. Millie Suk—Suk was the only women’s soccer player in MIAC to earn All-MIAC first-team honors in all four years, and she set 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 7 Augsburg career records for total points and goals. A political science major, she graduated magna cum laude. tournament, earning his second straight fourth-place national finish to earn All-American honors for the second time. Seven named to Athletic Hall of Fame Ryan Valek—A three-time AllAmerican wrestler, Valek was an individual national runner-up twice at 165 pounds. He earned ESPN The Magazine academic honors and National Wrestling Coaches Association Division III Scholar All-America honors. Troy Deden—Deden transferred to Augsburg from St. Mary’s and, as a catcher, helped lead the Auggie baseball team to the MIAC playoffs in 2005. He also played two years of football as a quarterback and defensive back, and was a special education major at Augsburg. Named to the 2006 class of the Athletic Hall of Fame: 2005–06 Augsburg Athletes of the Year Tonnisha Bell—Bell became one of the most decorated track and field athletes in school history. A sprinter, she finished her career with five All-American honors and qualified for every indoor and outdoor NCAA championship meet during her Auggie career—eight in total. Bell won 11 conference championships and earned numerous conference honors while setting six individual and two relay school records. Seven alumni will be inducted into the Augsburg Athletic Hall of Fame during Homecoming week at a dinner on Thurs., Sept. 28, in Christensen Center. For information, contact the athletic office at 612-330-1249 or bjorklus@augsburg.edu. Chike Ochiagha—Ochiagha was a defensive tackle on Augsburg’s football team, earning conference and Football Gazette honors. A business and marketing major, he earned Academic All-MIAC honors, as well as football academic club honors twice. Brad Tupa—An upper-weight wrestler, Tupa battled injuries during his career. He recovered in his senior season to qualify for the NCAA Division III national Tom Hall ’85—Hall earned AllAmerica honors in wrestling four times, including twice in the 1983 season in two different national meets. In NCAA competition, he placed seventh in 1983, sixth in 1984, and fifth in 1985 at 142 pounds. Steve Nelson ’78—Nelson earned All-MIAC and NCAA AllAmerican honors as a leader and center of the 1977-78 Augsburg men’s hockey squad that captured the NAIA national title—the school’s first team national title. John Nelson ’86—A two-time AllMIAC pitcher in baseball, Nelson set an NCAA Division III singleseason record, which still stands, with 15 complete games in 1986, as the Auggies reached the NCAA Division III Midwest Regional. Wayne “Mick” Scholl ’86— Scholl earned All-MIAC honors in baseball in 1984 and 1986. Peggy Meissner ’80—An Augsburg Honor Athlete in 1980, Meissner competed in both volleyball and softball, and was part of an Auggie volleyball squad that finished second at the MAIAW state tournament in 1979, finishing 27-15-3. — Don Stoner Julie Stepan Flaskamp ’92—A track and field athlete, Stepan Flaskamp qualified for the NCAA Division III national championships twice in the heptathlon, earning All-American honors in 1992 with an eighth-place finish. She earned Academic All-MIAC honors and was named an Augsburg Honor Athlete in 1992. Kristi Ockuly ’95—Ockuly, an outfielder and pitcher, earned All-MIAC and All-Region honors three times each in softball and was named a Division III AllAmerican in 1995. She was an Augsburg Honor Athlete in 1995. For complete schedules, scores, and information about Augsburg athletics, go to www.augsburg.edu/athletics. FA L L 2 0 0 6 5 6121_AugsburgNow-Fall 06 9/14/06 11:03 AM Page 8 AROUND THE QUAD Ages of Imagination Augsburg College celebrates a new season of leadership October 18–21, 2006 Over four days in October, Augsburg College will celebrate the new leadership of President Paul Pribbenow, as he is inaugurated into office around the themes of AGES—abundance, generosity, engagement, and service. Each day will focus on one of these themes in a variety of activities and events that involve the entire Augsburg community on campus, in our neighborhood and city, and around the world. The Inauguration Ceremony, open to the public, will take place on Fri., Oct. 20, at 2 p.m. in Melby Hall, followed by a community celebration. For major events, see the calendar on the inside back cover. For further information and the complete calendar of events, go to www.augsburg.edu/inauguration. Lutheran college choirs celebrate F. Melius Christiansen The Augsburg Choir and four other Minnesota Lutheran college choirs will perform together in two concerts on Sunday, Nov. 19, to celebrate the living legacy of F. Melius Christiansen, the “father” of American a cappella singing. Christiansen’s birth 135 years ago will be commemorated by Augsburg, Concordia-Moorhead, Concordia University-St. Paul, Gustavus Adolphus, and St. Olaf in the first joint appearance by these five ensembles representing the Evangelical Lutheran Church in America (ELCA) and the Lutheran Church-Missouri Synod (LCMS). Each choir will perform individually with their own conductor and as a combined choir under the direction of guest conductor Kenneth Jennings, professor emeritus and former director of the St. Olaf Choir. Two identical anniversary concerts will be performed at Slovakian baseball, Auggie style For the seventh year, StepUP program director Patrice Salmeri coached in a baseball camp for youth in Slovakia. Here, Jano and Lucia sport Auggie baseball t-shirts sent from the baseball team. 6 AUGSBURG NOW 6121_AugsburgNow-Fall 06 9/14/06 12:13 PM Page 9 F. Melius Christiansen Orchestra Hall in Minneapolis on Nov. 19 at 2 p.m. and 6:30 p.m. The concerts are sponsored by the F. Melius Christiansen Star of the North Festival Concert Series affiliated with the American Choral Directors Association (ACDA) of Minnesota, and will highlight the organization’s twoday annual fall convention program and benefit the F. Melius Christiansen Endowed Scholarship Fund that supports continuing education and graduate studies of young and aspiring choral directors in Minnesota. Music to be performed at the concerts will feature works of F. Melius Christiansen, including choral favorites of thousands of choral concertgoers, such as Beautiful Savior, Wake Awake, O Day Full of Grace, Psalm 50, Praise to the Lord The Almighty, and Lost In The Night, among others. Born in Norway in 1871, Christiansen came to the United States at age 17. In 1892, he attended a concert by the Augsburg Quartet in Wisconsin and was attracted to Augsburg College, where he became a quartet member. In 1903 he accepted an appointment as director of the St. Olaf College music program. He founded the St. Olaf Choir in 1911 and directed it until 1941, becoming internationally known for his Sunday, Nov. 19, 2006 2 p.m. and 6:30 p.m. Orchestra Hall, Minneapolis, Minn. Featuring the choirs of Augsburg College Concordia College–Moorhead Concordia University–St. Paul Gustavus Adolphus College St. Olaf College Ticket sales available May 1, 2006 Orchestra Hall Ticket Office: 612-371-5656 1871–1955 Proudly sponsored by the F. Melius Christiansen Endowment Committee and the American Choral Directors Association (ACDA) of Minnesota 135th Anniversary Festival Concerts development of perfect intonation, blend, diction, and phrasing. He was succeeded by his son Olaf; another son, Paul, taught for nearly 50 years at Concordia CollegeMoorhead. F. Melius Christiansen died in 1955. Welcome, GEMS and GISE About 100 girls and—for the first time—35 boys from Minneapolis Public Schools in grades 4–12 spent several weeks on campus studying monarch butterflies, building the Mars terrain, programming robots, and learning the chemistry of cosmetics. The GEMS (Girls in Engineering, Mathematics, and Science) and new GISE (Guys in Science and Engineering) programs involve Augsburg students and former GEMS students as mentors. For additional concert information go to www.fmcendowment.org. All seats are reserved; tickets are available through the Orchestra Hall box office (1-800292-4141 or 612-371-5656). The Frame years in print Published by Lutheran University Press, with a preface by ELCA presiding bishop Mark Hanson ’68 $24.95 Available at the Augsburg College Bookstore 612-330-1521 FA L L 2 0 0 6 7 6121_AugsburgNow-Fall 06 9/14/06 12:14 PM Page 10 AROUND THE QUAD Dan Jorgensen retires to teaching—for now Retirement for Dan Jorgensen, Augsburg’s public relations director since 2000 and special assistant to President Frame for the past year, is all relative. During this fall semester, he’ll still be commuting from Northfield, but to a classroom instead of an office. He has taught a journalism course in Weekend College for the past five years, and in September he’ll teach it both in the day and weekend programs—plus, teach a public relations course in both programs. Much of Jorgensen’s tenure as public relations director focused on raising the visibility of Augsburg in both the local and national media. “I feel like we became more of a ‘player’ in terms of which institutions should be contacted when media sources were searching for across-the-board responses to different educational questions,” Jorgensen says. He recalls an editor of the Chronicle of Higher Education telling him that Augsburg and President Frame were the first who came to mind from small liberal arts colleges when planning a national forum on college presidencies. Jorgensen also enjoyed seeing more faculty included as key resources in the media—faculty who “took on a willingness to be called upon,” he says. “That sort of cooperative spirit exemplifies the overall ‘can do’ spirit of the institution. I loved that.” For his retirement outside of teaching, he has several writing projects waiting, especially a novel about the Black Hills of South Dakota. He and his wife, Susan, have first-hand experience living there and have been collecting information for many years. He has also been asked by his publisher for additional youth sports novels. 8 AUGSBURG NOW Herald Johnson—Augsburg’s first financial aid officer—retires after 37 years When he came as a freshman in 1961, Herald Johnson ’68 probably had no clue he would still be at Augsburg in 2006. He stayed on to become an admissions counselor, but moved into financial aid when new federal programs required administrative oversight. In the 37 years since, he has served as a pioneer, leader, and mentor among Minnesota financial aid officers. One of Johnson’s legacies at Augsburg is the Enrollment Center. He and Julie Olson, vice president for enrollment management, played important roles in the concept development and implementation of bringing several financial aid and enrollment offices together in a one-stop shop for students. He is the only person to have been twice elected president of the Minnesota Association of Financial Aid Administrators (MAFAA). He is proud of the Futures Task Force he created with his charge to past presidents: “I want you to look at our association with critical eyes and see if we’re poised for what you see coming down the road.” His retirement plans include a fair amount of work, but his four children and seven grandchildren are top priority. “The kids are my friends,” Johnson says—“it’s really cool.” Their gift to him is a trip to Norway to meet relatives and explore his heritage—a longtime dream. He’ll continue as a consultant at Augsburg with the Scholastic Connections program, the Scholarship Brunch, and with government relations concerning financial aid issues in 2007. He mentions that among his pleasures at Augsburg was hiring student workers and following their careers as they assume leadership positions both at Augsburg and around the state. At the end of his notice of thanks following a retirement celebration, Johnson wrote, “As we Norwegians say, ‘Mange tusen tak.’” — Betsey Norgard 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 11 American Indian Studies— a cultural commitment Augsburg’s newest department makes a bold statement for the College—about commitment, about culture, and about heritage. After being offered as a minor and major for a number of years, the faculty approved the creation of an American Indian Studies Department, headed by Associate Professor Eric Buffalohead. The new department models Augsburg’s mission to serve diverse populations, says Buffalohead, and it signals to students, parents, and the community that it’s permanent and a great choice for a major— and not just a selection of courses that may change. The number of students in the program has been growing, and they are beginning to shift from Native to non-Native students. American Indian Studies is a valuable major, second major, or minor for students who are preparing for work with human services—in business, health care, education, youth and family ministry, etc. “AIS courses and skills are transferable,” Buffalohead says, “to law, politics, service—it’s about cultural understanding.” Since the program is small, students often take several courses with the same professor. For native students, the program also serves as a safety net where they can relate to faculty and staff. The department works closely with Augsburg’s American Indian Student Services program. This multidisciplinary department includes courses in history, literature, religion, film, women’s studies, and special topics. The faculty seek opportunities to build in experiential opportunities, such as learning in the community, internships, and study abroad. Next winter, Assistant Professor Elise Marubbio will M. Elise Marubbio and Eric Buffalohead are two of the faculty in Augsburg’s new American Indian Studies Department. lead a travel program to Guatemala, focusing on indigenous issues of the Mayan people. Film has become a focus in the AIS program. For three years, the College has sponsored the Augsburg Native American Film Series, which screens documentary films, often with the filmmaker present to lead discussion. It also provides a venue for selections from other film festivals, and links to Augsburg’s Indigenous Filmmakers course. Buffalohead says that Augsburg’s American Indian Studies Department seeks to excel as a regional center for the study of Indians in the Upper Midwest. Students can study one year of Ojibwe language on campus, with the possibility of a second year of study. Buffalohead’s experience in American Indian Studies dates back to age five, when his father became the first chair of the American Indian Studies Department at the University of Minnesota, and Eric would visit his office. After earning academic degrees in anthropology, he also taught at the university, which he considers to have been good training for Augsburg’s new department. For information on American Indian Studies, contact Eric Buffalohead at buffaloe@augsburg.edu or go to www.augsburg.edu/ais. — Betsey Norgard Killing the Indian Maiden: Images of Native American Women in Film by M. Elise Marubbio Native American women have been characterized as various figures in film for over 100 years. None, however, has intrigued Elise Marubbio more than the young Native woman who falls in love or is connected with a white hero and dies for this choice. Marubbio’s book, Killing the Indian Maiden: Images of Native American Women in Film, will be published in December by the University Press of Kentucky. The book analyzes 34 A-list Hollywood films, from the silent era to the present, to analyze the depictions of women and the themes and myths that are played out. The book stems from her dissertation and unites her various areas of interest—she has degrees in fine arts/photography, American Indian Studies, and cultural studies. It is the first in-depth study in this area and is important for film studies, women’s studies, cultural studies, and American Indian studies. Marubbio researched film archives at the Museum of Modern Art in New York, the Library of Congress in Washington, D.C., the Motion Picture Academy of Arts and Sciences in Los Angeles, and the Cecil B. DeMille Archives at Brigham Young University. A dissertation fellowship from the American Association of University Women gave her time to write. What she found, she says, is that “over a 90-year period this figure emerged in premier films in various forms as either the Princess or Sexualized Maiden, figures through whose body national themes of colonialism, violence toward women of color, and feats of interracial mixing are played out. “All the films reinforce American myths of the frontier, Manifest Destiny, and the ideal of Anglo-European America’s pre-modernization innocence through this image,” Marubbio says. FA L L 2 0 0 6 9 6121_AugsburgNow-Fall 06 9/14/06 10:54 AM Page 12 AROUND THE QUAD Renewing Old Main— heritage of place, spirit of space SUPPORTING AUGSBURG Over the top at $55 million A 500-ton crane has begun to set the precast concrete walls on the poured footings for On June 27, a celebration was held in Christensen Center as the star was moved across the $55 million figure and the goal was reached in Access to Excellence: The Campaign for Augsburg College. “We are here to celebrate achievements in the capital campaign that started six years ago with a $55 million goal,” said Tracy Elftmann, vice president for institutional advancement. She reported an exact total of $55,009,761 received to date. Retiring president William Frame commented that this could not have been achieved without everyone’s participation. He described vocation as “living so that you create community,” and this accomplishment could not have happened unless Augsburg is becoming “something called ‘community.’” President Paul Pribbenow wrote in a memo to the Augsburg community in July, “As called for in our original campaign plan, we are continuing to raise funds for all Access to Excellence campaign projects (Kennedy, Gateway, and science facilities, along with our endowment) through the end of the 2006 calendar year. And we are preparing to celebrate this 10 AUGSBURG NOW the new Oren Gateway Center. The completion date is set for fall 2007. Watch the progress on the webcam at www.augsburg.edu/campaign/gateway/construction.html. Construction is moving quickly on the Kennedy Sports and Recreation Complex in Melby Hall. The structure is up, new bleachers have been installed, and anticipated completion is January 2007. remarkable achievement during the upcoming academic year.” He further explained that although the total goal was reached, funding for the science building was not completed, in part due to dramatically higher construction and transportation costs. Pribbenow has identified the science building as one of his top priorities, and says that “with anticipation and momentum we will now redouble and refocus our efforts to raise funds to see the completion of the science project.” Construction began on the Kennedy Sports and Recreation Complex in Melby Hall in May, and on the Oren Gateway Center in July. — Betsey Norgard A gift of $1 million has been given by Norman and Evangeline (Vangie) Hagfors for the renovation of Old Main and a potential home for the Center for Faith and Learning. Both Norman and Vangie enjoy longtime connections to Augsburg through the Lutheran Free Church. With this gift they honor both the physical and theological heart of the Lutheran Free Church as well as the renewed spiritual vitality of the College, guided by its Center for Faith and Learning. The renovated chapel in Old Main will be named for Vangie’s father, Rev. Elnar Gundale, who graduated from Augsburg College in 1933 and Augsburg Seminary in 1937. For more than 50 years, across four states, he served LFC churches and was the oldest living LFC pastor at the time of his death. From her childhood memories, Vangie recalls visits to their homes during the summers from the Augsburg Men’s Quartets. “Their proclamation of the Gospel as Augsburg ambassadors,” says Vangie, “made a very positive impression on the youth of the churches they visited, as well as their parents, who supported the school.” Three of Vangie’s siblings followed their father’s footsteps to Augsburg. Vangie also attended the College as part of her nurse’s training at Lutheran Deaconess Hospital. She remembers her class of 32 nurses walking across Franklin Avenue to Augsburg where they studied mostly science. Among other activities on campus, she attended chapel in Old Main. Norman Hagfors has been a member of Augsburg’s Board of Regents for more than twelve years, including serving as vice chairman 6121_AugsburgNow-Fall 06 9/14/06 12:15 PM Page 13 Above: The chapel in Old Mail will be restored and named for alumnus Rev. Elnar Gundale, ’33, ’37 Sem. Left: Vangie and Norman Hagfors and chairing committees. “I have enjoyed watching the College grow in stature both as an educational institution and in spiritual vitality,” he says. He gives much credit to President Emeritus William Frame who, he says, “really pushed the spiritual aspects of developing one’s life—not only at Augsburg, but as a spokesman to other colleges.” Norman graduated from the University of Minnesota in electrical engineering when biomedical engineering was in its infancy, and worked in medical research, authored many papers, and received a number of patents for his inventions. He also played a part in several “start up” medical device companies that brought implantable cardiac pacemakers and neurological devices for the treatment of chronic pain to the medical community. Norman and Vangie Hagfors have chosen to support the renovation of Old Main not only because of its physical significance in the history of the school, but because it embodies the spiri- tual foundation and concepts on which Augsburg was founded. Their hope is that the renovation will give support, emphasis, and inspiration to the spiritual life of the school and its students. Norman and Vangie have two married children and seven grandchildren. — Betsey Norgard The Center for Faith and Learning As the Old Main Chapel stands in the center of the campus, Augsburg’s new Center for Faith and Learning lies at the heart of Augsburg’s educational mission. Four years ago, Augsburg received its first grant from the Lilly Endowment for “Exploring Our Gifts,” helping students, faculty, and staff attend to their called lives of service. When the Lilly grants conclude in 2010, Augsburg’s Center for Faith and Learning will continue to embed and extend Augsburg’s leadership in vocation. A focal point in the Center for Faith and Learning is Augsburg’s first endowed chair, named for former Augsburg president and scholar Bernhard M. Christensen. In September 2005, retired Luther Seminary president and theologian David Tiede was inaugurated as the Bernhard M. Christensen Professor in Religion and Vocation. In his inauguration speech, Tiede explained the Center for Faith and Learning: “The purpose of the center is to guide the College in the theological exploration of vocation as understood within the Lutheran tradition. It will provide resources to faculty, staff, and students that enable them to organize faith and learning within a vocational framework.” The center is also building external partnerships to study faith and learning in the community. One example is faith@work!, a partnership with St. Philip the Deacon Church in Plymouth, Minn. This speaker series presents community leaders who provide examples and tools for living faith-based lives. (See information on the speakers and dates in the calendar on the inside back cover.) A $1 million gift from Norman and Vangie Hagfors will help renovate Augsburg’s oldest building. FA L L 2 0 0 6 1 1 6121_AugsburgNow-Fall 06 9/14/06 11:06 AM Page 14 Experience grounded in mission and vision: Paul Pribbenow’s call to Augsburg BY BETHANY BIERMAN 12 AUGSBURG NOW 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 15 “Hip, hip, hooray!” Thomas exclaimed, his right arm pumping in triumph. He had just been told his family’s picture would be on the cover of a magazine. “Wow, how about that!” replied his mother, as she brushed sand off his little sister Maya’s knees. I ndeed, it is a time for celebrating at Augsburg, as the Pribbenow family settles into Minneapolis and the Augsburg House. Not since Bernhard Christensen’s presidency, which began in 1938, has Augsburg’s first family included young children. Paul Pribbenow and his wife, Abigail, and their children, Thomas (5) and Maya (2), quickly have acclimated to the Augsburg community. On July 1, 2006, Pribbenow became the 11th president of Augsburg College, a position that colleagues close to him have known was his dream—to become the president of a Lutheran college. To that dream he brought a proven track record of success— from fundraising to developing mission and vision and from teaching to handling senior management issues. In announcing his Augsburg appointment to the Rockford College community, which he had served as president since 2002, Pribbenow stated, “The leadership opportunity at Augsburg College is a once-ina-lifetime chance to take the best of what I have learned at Rockford College, with its commitments to liberal arts and civic engagement in the city, and link that experience with a connection to the Lutheran Church, which is my personal faith tradition.” Over the months since his appointment, Pribbenow’s entry into the Augsburg community, through an unusual shared transition with retiring president William Frame, has seemed quite natural—as if it had been in the making for a long time. Son of a pastor Paul Pribbenow was born in Decorah, Iowa, during his father’s senior year at Luther College. The young family moved to St. Paul where his father attended seminary, then moved to a small town near Tomah, Wis., where his father’s ministry began. The eldest of six children, Pribbenow spent most of his youth in small towns around Madison. His family moved to Iowa during his ninth-grade year, and he graduated from high school in Denver, Iowa, near Waverly. Pribbenow graduated magna cum laude from Luther College in three years, with a B.A. in sociology and political science. “My first couple of years at Luther, I thought I would go to seminary,” Pribbenow recalls. Halfway through his third year, however, he admitted to one of his religion professors, “I love the study of religion, but I don’t feel called to be a minister.” The professor suggested looking into the Divinity School at the University of Chicago where he could engage the questions that interested him without specifically preparing for the ministry. Pribbenow entered the Divinity School in 1978 and spent the next 18 years in the Chicago area. “I went from never living in a big city to living on the south side of Chicago. If I have a place that I call home, it’s probably Chicago.” FA L L 2 0 0 6 1 3 6121_AugsburgNow-Fall 06 9/14/06 12:16 PM Page 16 The call begins Starting graduate school, Pribbenow felt his primary interest would be in teaching religion and ethics. Along the way, however, he began to focus his interests on the ethics and management of not-for-profit organizations. “I learned that in American society, non-profits are one of the important ways we live out our social ethic,” Pribbenow says. “I became intrigued by how organizations are managed and what link that has to how effective they are in helping society live out its social ethic. If there’s a problem in the way a college or museum is run, that’s going to have an impact on how well the institution will live out its mission and values.” Pribbenow began to understand these issues as examples of the need for reflective practice—linking learning with action. In order to practice what he preached, he took a job in fundraising at the university after receiving his M.A. in divinity. “I started up the administrative ladder, along the way I taught and had chances to write, but I never left the practice of administration. I started practicing what I studied and what I cared about. That was my calling.” The lines connect The President’s Cabinet (L to R) Leif Anderson, chief information officer; Barbara Edwards Farley, vice president of academic affairs and dean of the College; Ann Garvey, vice president of student affairs and dean of students; Tom Morgan, senior vice president and special assistant; President Pribbenow; Tracy Elftmann, vice president for institutional advancement; Julie Olson, vice president of enrollment management; Dick Adamson, vice president for finance and adminstration; and Gaye Lindfors, senior vice president and special assistant. 14 AUGSBURG NOW It was in these early years working at the University of Chicago that Pribbenow started to realize even more clearly the connection between his various interests—higher education, management, and ethics—and that he might have both the skills and commitment to be a college president. In 1993, Pribbenow was named vice president for institutional advancement at the School of the Art Institute of Chicago—an assignment that helped him gain valuable experience in leading a complex (and sometimes unpredictable!) organization. At the Art Institute he also met his future wife, Abigail, then a graduate student in the school’s arts administration program, when she interviewed with him for a job in event planning for the school. Paul and Abigail were on their honeymoon when the call from Wabash College came. After many years of living in the Windy City, the two packed up and headed to Crawfordsville, Ind., for a six-year 6121_AugsburgNow-Fall 06 9/14/06 12:17 PM Page 17 Abigail at a glance adventure where Paul served as dean for college advancement, secretary of the Board of Trustees, and research fellow in the liberal arts. A taste of the ministry While working at Wabash, Pribbenow got a call from the ELCA Indiana-Kentucky Synod bishop, saying, “‘There is a little SwedishLutheran church down the road from you in Attica, Ind., that has lost its pastor and can’t afford a full-time pastor. I was wondering if you’d take an interim assignment to serve them for six months, just to help?’” “I actually think he mistook me for my father,” Pribbenow chuckles. When he told the bishop he wasn’t ordained, the bishop responded that he would license him for the roles that would require ordination. “What was originally a short-term assignment turned into a three-year stint as interim pastor,” says Pribbenow. The Pribbenows moved to Rockford, Ill., on Easter Weekend 2002 for the start of Pribbenow’s presidency at Rockford College. After the couple and their son, Thomas, whom they adopted in Vietnam in 2001, made the Saturday trip from Central Indiana to Illinois with two heavily packed vehicles, Pribbenow turned around to make the five-hour trip back to Indiana so that he could preside at his last service the next morning—on Easter Sunday. “My work as interim pastor in Attica was a valuable experience for a new college president. It taught me some very important lessons about loving a congregation, preaching the lectionary, and presiding over congregational meetings—all activities that closely parallel the work of leading a college.” The Rockford years Pribbenow became the 16th president of Rockford College at an extremely important point. Critics at the time of his arrival described the four-year, independent college founded in 1847 as lacking in focus, and there were financial challenges that required immediate attention. In his four years at Rockford, Pribbenow led the campus community in a strategic long-range planning process that refocused on the liberal arts, launched new degree programs, renewed its commitment Abigail Crampton Pribbenow grew up in Flossmoor, Ill., outside of Chicago. She spent her junior year of high school as an exchange student in France and two subsequent years at the United World College–USA in New Mexico. She went on to earn a bachelor’s degree in anthropology from the University of Chicago and a Master of Arts in arts administration from the School of the Art Institute of Chicago. Dance has always been a keen interest for Abigail. While growing up, she studied classical ballet and in college learned modern dance and choreography. Combining her experience as a dancer and her administrative skills, Abigail’s professional work includes working in not-for-profit management at the Chicago Dance Coalition, the School of the Art Institute of Chicago, Wabash College, and the International School of Indiana. While preparing to adopt Thomas, she returned to teaching dance to children in Crawfordsville, Ind. Abigail has fully immersed herself in the life of each college and community in which she and Paul have lived, including serving as president of the Rockford Area Arts Council, church council member, board member for the Easter Seals Children’s Development Center, and host of the biannual women in the arts festival at Rockford College. Among her many accomplishments, she co-founded the Jelly Bean Ball, a family-friendly fundraiser for Easter Seals. She looks forward to finding her niche in the Augsburg community. Abigail anticipates much entertaining and relationship building in the next several months and expects her largest challenge to be figuring out when to integrate the children into these activities. For now, she’s glad to have figured out routes to the farmer’s markets and local parks. Thomas and Maya seem glad about this, too. to civic engagement, and engineered a provocative and attentiongrabbing branding campaign that played off of the image of the institution’s most famous alumna, Jane Addams, social reformer and the 1931 Nobel Peace Prize recipient. The Pribbenow family also received the blessing of a daughter while in Rockford when they adopted Maya in Chongqing, China, in 2004. The call to Augsburg When approached by the search consultant in 2005 about applying for the vacancy at Augsburg, Pribbenow was intrigued. He and Abigail knew Bill and Anne Frame through their work on a vocation project with the Council of Independent Colleges. “It was a call to a place that clearly is working to be faithful to its church tradition while also seeking to be faithful to its educational and civic engagement traditions,” says Pribbenow. “I’ve spent my entire career in non-sectarian places. … I’ve learned some valuable lessons about what it means to be faithful in the world, and I know those are lessons that will inform my work at Augsburg.” FA L L 2 0 0 6 1 5 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 18 Augsburg College— the first-year initiatives One College Based on the College’s mission that embraces the liberal arts, faith and values, life in the city, and diversity, the Augsburg community will engage in conversations that explore how all the curricular, co-curricular, administrative, and public work at Augsburg is grounded in the College’s singular mission and vision. Wherever it is found—in Minneapolis, Rochester, or around the world at its Center for Global Education sites—and whomever it teaches—traditional undergraduates or adult learners—and whatever it teaches—the traditional liberal arts or professional studies—how is Augsburg known as one college, dedicated to the same abiding values and aspirations? The Augsburg Promise—Experience and Image Based on the one college conversations, the Augsburg community will examine the promises it makes to students, faculty, staff, alumni, its neighborhood, and the wider world. We will consider how well we keep our promises in the daily work of the College. We then will explore how the Augsburg community can do an even better job of keeping its promises, talking to each other about those promises, and then illustrating to the world what the Augsburg brand is all about. Common Work at Augsburg The Augsburg community also will examine its organizational life—how it’s governed, who’s involved in leadership and decisionmaking, and what voices are heard (or not) in its daily life. Based on this examination, the College will develop an organizational structure that deploys resources responsibly and is accountable. Based on our common work of educating students, we also will seek to offer all members of the Augsburg community the opportunities to nurture and sustain their callings. Science at Augsburg As a college community, we will explore what it means to educate students in the sciences at Augsburg, within the context of the College’s mission—dedicated to our rich tradition of excellence in teaching and research, as well as to our commitments to scientific literacy and responsibility. Based on our findings, we will plan curricular and co-curricular programs, public outreach, and facilities appropriate to our highest aspirations for science education at Augsburg. A central feature of this project will be the re-launching of fundraising efforts for new science facilities at Augsburg. — Paul Pribbenow 16 AUGSBURG NOW Pribbenow did have hesitations about leaving Rockford. “I didn’t feel as though I’d been there long enough, and there were many issues still to be addressed.” He was encouraged to speak with Jean Taylor, chair of the Augsburg Board of Regents. “She listened carefully, and at the end of our conversation she said, ‘I think you’ve got to do what Augsburg has taught me—you’ve just got to listen.’ That was very insightful and critical to my decision to seek the Augsburg presidency.” It was a call to which he and Abigail couldn’t say “no.” A remarkable fit In his letter to the Augsburg search committee, Pribbenow spelled out why this opportunity seemed such a remarkable fit for his leadership and experience. To him leadership must also be understood as stewardship. He is committed to the role of a collaborative leader who has a “responsibility to help the college community ‘pay attention’ to its most deeply held values and priorities so that all gifts are well used.” This includes a uniting of the campus community in shared vision, as well as in varying forms of hospitality that engage the campus with its urban neighbors. Pribbenow wrote that his own deeply held sense of personal vocation builds on Martin Luther’s view of education that creates people of “wondrous ability, subsequently fit for everything.” A college that helps students discover this ability must in itself be a mission-driven and integrated institution, so that all students in all programs “are chal- 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 19 lenged and shaped by [a] vision to link education with engagement.” Pribbenow went on to write that he is “committed to the idea that colleges—and especially church-related colleges—are uniquely situated to help students of all ages to listen for and hear their own calls, to find their vocations for life and service in the world.” As an ethicist he has examined professional work in society and understands how significantly reflective thinking (linking learning and experience) and personal faith affect public well-being. As he begins his Augsburg presidency, Pribbenow finds Augsburg and Rockford colleges very similar in their commitments to civic engagement. “I am here because of that commitment to educating students for democracy, and I intend to make it an even more important focal point. Augsburg should be known for what it does in civic engagement. … We need to say to the world, ‘Look at what we’re doing and why we’re doing it. There are important lessons about faithful life in the world that are being taught and practiced at Augsburg.’” The key difference between the colleges, he says, is of course the connection to the church. “The role at Augsburg of Lutheran faith and human religious experience shapes the education of students and defines a central aspect of our identity as a college,” Pribbenow states. “I need to have a different lens to the way I look at issues that I didn’t in a non-sectarian institution. That’s an energizing and meaningful aspect of the work ahead of us.” The plan Pribbenow’s initiatives for his first year at Augsburg all point to action (see the sidebar on the opposite page). “We need to take the good vision work that’s been done during the Frame presidency and translate it into organizational activity and image so that people will look at Augsburg and say, ‘I see what this college cares about.’” When asked what he hopes the headlines will read when he retires, Pribbenow answers, “I do hope we’ll be here until I retire, and when I’m ready to step down that the community will have the same affection and love that people had for Bill and Anne, because we were faithful to what this college is called to do. … I hope the headlines will read that I helped Augsburg to be even more faithful to its calling, and that as a result, this little college stands as a 21st-century model for faithful and responsible liberal arts education in a city.” As far as Thomas and Maya’s plans, they seem content to be getting to know their new hometown. When asked his favorite thing about Minneapolis, Thomas answered, “The Mall of America! On the log ride, there’s this big guy with an axe. He’s GI-NORMOUS!” Without a doubt, Augsburg seems to be on the cusp of some pretty “gi-normous” opportunities as well. Ⅵ 5 things you may not know about Paul Pribbenow: 1. He writes his own version of a “blog,” known as Notes for the Reflective Practitioner. 2. He sang professionally for 13 years in Chicago. (His father and he both sang for Weston Noble at Luther.) 3. He doesn’t eat red meat or lutefisk. (Perhaps the latter has to do with his first job cleaning out the lutefisk tub in the Stoughton, Wis., grocery store cooler.) 4. While it’s true that his mentor and dissertation adviser Martin Marty wears a bow tie, it wasn’t until years after learning to tie them for the many black tie affairs he attended at the Art Institute of Chicago that he decided to adopt the look on a daily basis. 5. In his car stereo you’ll find National Public Radio, the Mars Hill tapes (conversations on Christianity and modern culture), choral music, or Raffi (children’s musician and entertainer). To learn more about Augsburg’s mission and vision and to read President Pribbenow’s speeches, go to www.augsburg.edu/president. FA L L 2 0 0 6 1 7 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 20 Country Fresh U BY TIM DOUGHERTY very Thursday during the growing season, Campus Kitchen student intern Melanie Opay returns to campus around 5:30 p.m., her head barely visible above the white produce boxes stuffing her car. Teeming with delicacies from rutabagas to radishes and kale to kohlrabi, these bountiful boxes are courtesy of Gary Brever’s Ploughshare Farm, a family-owned organic farm in Parker’s Prairie, Minn. Brever’s parents, Jeanie and DeWayne, deliver the veggies each week to drop-off sites in Alexandria, St. Cloud, and the Twin Cities, delighting urban dwellers who have increasingly searched for more freshness in their summer diets. Brever is a small-business owner and entrepreneur just as much as an organic farmer, and has carved a niche for his farm in the growing Community Supported Agriculture (CSA) movement. In the CSA model, individuals and families purchase a “share” of the harvest at the beginning of the growing season in exchange for a weekly box of vegetables from mid-June to early October. Typically, paying customers receive the produce themselves, but Brever has augmented his market by allowing people or congregations to purchase shares and donate them to hunger organizations like the Campus Kitchen at Augsburg College (CKAC). For the past three summers, these white produce boxes have formed the food foundation for Augsburg’s Campus Kitchen—a student-driven food recycling organization. Volunteers use this produce along with surplus food from Sodexho’s campus dining services and local food banks to prepare nutritious, free meals for residents in neighboring community programs. The premise has always been simple: there is far too much good food going to landfills and far too many agencies that can’t afford to buy food for their hungry clients. By recycling food and empowering students to prepare meals and share them with immigrant youth, the homeless, and homebound elders, CKAC uses food as a tool to engage students in the community, to reduce the amount of discarded campus food, and to forge bonds in Augsburg’s neighborhood through the universal language of a shared meal. E Ploughshare Farm’s Gary Brever spreads hay to mulch the tomato beds for weed control and moisture. 18 AUGSBURG NOW 6121_AugsburgNow-Fall 06 9/14/06 12:17 PM Page 21 Urban Renewal With the addition of Brever’s organic, locally-grown produce, CKAC has begun to build programs that can better nourish clients with an array of ingredients infinitely fresher than grocery store fare. At the same time, the programs redefine stewardship by supporting local farmers and they educate youth about dietary choices that can simultaneously heal both the earth and their bodies. Above: Campus Kitchen culinary job Taste the difference trainee Kenny Peterson chops lettuce fresh For the Campus Kitchen, the quality of freshness is staggering. Each week, the menu for clients is set according to the contents in those boxes, an adventurous undertaking in and of itself. “Working with local produce has been an exciting challenge,” says Opay. “I get to work with food I’ve never used before, which has been a great learn- from Ploughshare Farm. Below: Campus Kitchen volunteer Trish Hannah leads the youth in the Jump Start program through cooking techniques. FA L L 2 0 0 6 1 9 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 22 ing experience and a lot of fun. Plus, our clients love the results!” That’s because the results are often worthy of an epicurean’s table: dishes such as arugula salad with shaved fennel and marinated chioggia beets or southern-style collards and cabbage. These meals are then delivered, served, and shared with the community by Augsburg students, staff, and alumni. In addition, each week’s harvest is so bountiful that CKAC can share full boxes of fresh produce with the Brian Coyle Center food shelf. In the heart of the Cedar-Riverside neighborhood, this community food shelf primarily serves East-African immigrants, a population that prefers to prepare meals from scratch and spurns the canned goods and highly processed foods that usually fill food shelves. Brever, like the Campus Kitchen, believes that true community health can begin with what people have on their dinner plates. Having spent a few years on a Catholic Worker farm in Washington state, he was well accustomed to the corn-syrup-laden, preservativerich foods typical of food shelves. While these foods may fill bellies, they do little to build health. Brever also saw the preponderance of these products as a good indicator of the shortcomings embodied by our industrial food system, where—according to Francis Moore Lappé and Anna Lappé in their book Hope’s Edge—about half of a typical grocery store’s more than 30,000 items are produced by 10 multinational food and beverage companies. A rural Minnesotan by birth, Brever knew the effect this homogenized system has on the fabric of rural farming communities and the 20 AUGSBURG NOW relative lack of nutritive value provided by these preserved foods. Longing for an alternative, he envisioned a system where small, family farmers could thrive while even the urban poor could gain access to fresh, responsibly grown produce. In short, everyone deserves food grown with care, harvested at peak ripeness, and made into meals that nourish the body and sustain the mind. Redefining stewardship Brever saw the CSA model as the answer. By offering people the opportunity to donate locally-grown produce, he felt he could help farms like his to earn a living wage while getting more healthy food options to urban populations who lack access to such luxury. “At its core, it’s about relationship,” says Brever. “How are we supporting the farmers and the communities that grow our food?” In an increasingly complicated world, it’s no longer enough to merely feed people. We must also take into account how that food is grown and prepared while weighing the environmental and economic realities we’re supporting with our food decisions. The model has been hugely successful, as church congregations and individual donors love the idea of enriching the urban community while helping small farms succeed. In Brever’s words, feeding the hungry is “no longer just about charity. Now, it’s also about change.” At Augsburg, the Campus Kitchen has been helping to usher in those changes. Thanks to a generous donation from St. Martin’s Table, the local restaurant and social-justice bookstore, CKAC is embarking on its third summer of vegetables from Ploughshare Farm. 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 23 In addition to preparing meals for clients, the produce is now being leveraged to educate youth about the health benefits of a diverse diet, and the power we have to effect change with something as simple as our eating habits. Project C.H.O.I.C.E.S Few tactics succeed when it comes to getting kids to taste new vegetables. Unless, of course, you involve them in the cooking process. Each week, CKAC volunteer Trish Hannah leads a cooking class with 11- to 14-year-old participants in the Brian Coyle Center’s Jump Start program. Seasonal dishes such as a strawberry, spinach, and grilled asparagus salad that would have originally garnered a cacophonous chorus of “eew” and “boo” are suddenly finding a receptive audience in these young culinarians. Project C.H.O.I.C.E.S (Community Health Originates in Creating Environmental Sustainability) is a curriculum devised by Hannah in conjunction with CKAC and Jennifer Tacheny, coordinator of Celeste’s Dream Community Garden Project. Its goal is to awaken the power in students to choose health for their bodies and the earth. Through cooking classes using local produce, it seeks to teach youth the full cycle of food—from the field to the table to the compost bin—while empowering them to choose respect. It means the choice to respect their bodies with healthy, tasty food that was grown in a responsible manner and as close to home as possible. And the choice to respect their neighborhoods and backyards by picking up litter and composting food waste. Using the common denominator of food, the curriculum hopes to teach self-sufficiency and empower these youth to cultivate healthy, responsible lifestyles. Honoring the full cycle Brever can’t think of a better outlet for his produce. “So many nonprofits are forced to measure their impact in pounds of food. Just as it’s hard to measure the intangible nutritional and environmental values of buying local and organic produce, you can’t measure the intangible value of sharing a meal with someone,” he says. “Not only does the Campus Kitchen share my food with people in Minneapolis, it also uses it as a teaching tool for empowerment.” And the Campus Kitchen can’t think of a better direction to be heading, helping to better their urban backyard while supporting the work of organic farmers in Minnesota. With the success of the Ploughshare Farm partnership and the positive impact of programs like Project C.H.O.I.C.E.S., the Campus Kitchen at Augsburg College hopes to expand its programs to involve more local growers and to take clients on field trips to the farms that make the meals possible. It could also lead to the creation of a local community garden where clients get their own chance to participate first-hand in the full cycle of food. Through the Campus Kitchen, Augsburg is redefining what it means to be a good urban neighbor and, simultaneously, support rural communities. With such tasty food arriving by the boxful, it’s becoming easy to build bridges to the heart through the belly. Ⅵ Former Campus Kitchen coordinator Tim Dougherty pounds in the staking lines for organic heirloom tomatoes. Tim Dougherty is the community and civic engagement student coordinator in the Center for Service, Work, and Learning. He formerly was the coordinator of the Campus Kitchen at Augsburg College. Augsburg Campus Kitchen volunteer Melanie Opay heaves boxes of produce from Ploughshare Farm into her car. FA L L 2 0 0 6 2 1 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 24 S Making art and history in France BY TARA SWEENEY Above: From left, Augburg students John Leibfried, Patrick Wendel, and Joe Trenary greet the locals in Espeyrac, France. Right: Augsburg pilgrims cross the old bridge into Estaing, France. 22 AUGSBURG NOW o, how was France?” is the usual question. “Good. Great,” is the typical answer that satisfies a polite inquiry. The real answer takes a little longer. “What’s the first word of the rule?” my colleague, [Professor] Phil Adamo, asks, and not for the first time. “Listen,” the students chime in unison, just as the old man in the beret hobbles up the tiny cobblestone passageway that Espeyrac, this hamlet in southern France, calls a street. It’s not easy to upstage Phil Adamo, but this Frenchman’s hound dog doesn’t know any better. The students have forgotten about The Rule of St. Benedict. The traditional French greeting— kiss-kiss-kiss—seems more the order of the day as they hand out eager caresses to this tail-wagging, sweet-talking, show stealer of a dog. They have come here with us to learn plein air drawing and to study the religious experience of medieval France as a paired shortterm study abroad experience, May 14–June 4. Before they return to Minnesota they will make a four-day pilgrimage, visit monasteries, cathedrals, walled towns, museums, and a papal palace to earn two credits and satisfy the critical thinking (CT) and liberal arts foundation (LAF) graduation requirements. Class begins wherever 15 students can listen to the history professor read a passage from a 1500-year-old text on monastic practice, and the art professor read from John Ruskin’s Elements of Drawing in Three Letters to Beginners. Yesterday it was below Le Pont Vieux in Espalion, one of three communities on this pilgrimage with the muchdeserved designation of “les plus beaux villages de France.” The day before it was beside the River Lot in equally picturesque Estaing. My colleague reminds me daily that this collaboration in experiential teaching and learning is work. Each day’s sweat, constant thirst, and aching body parts are real enough. So are the pain of blisters, the weight of packs, and our labored breath as we follow our capable local guide, Laurent Riou, up another steep ascent of mud and rock. Each night we sleep in a new family-run hotel after dining on traditional local fare at long communal tables. We hear little English other than our own as we walk village to village on the centuries-old pilgrimage road, le Chemin de St. Jacques de Compostelle, with pilgrims from around the world. Some will continue the entire summer, across the Pyrenees into northern Spain, 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 25 Class in France begins wherever history professor Phil Adamo finds enough room to gather students and read the day’s passage from The Rule of St. Benedict. and all the way to Santiago in the west, to receive the official pilgrim’s passport and a chance to have their sins forgiven. Some, like us, are walking just a few days. We have many things to teach; what students learn depends on the site visit and their willingness to try. Each keeps a daily sketchbook/journal that integrates personal reflection with history and art assignments. Reading from The Rule of St. Benedict is Phil’s structure for teaching the principles of monastic community, an important aspect of medieval religious practice. Students don’t simply hear about how silence helped monks to listen deeply. They are expected to practice it. They do so, awkwardly at first, for a short time as they enter Église de Perse, the Romanesque chapel of Saint Hilarian, built on the site where the Muslims supposedly beheaded him in the eighth century. Eventually, they practice silence for what seems like an eternity, from sundown to sunup, in preparation for a visit to the monastery, St. Martin du Canigou, perched a half-day’s hike up the foothills of the snow-capped Pyrenees. In the end, they are willingly silent beside the rushing alpine waters of Vernet-les-Bains, embracing experiential learning at its best. My structure for teaching plein air drawing is demonstration and practice, and practice, and practice—the medieval master/apprentice model. Students are expected to draw at least two hours per day. For some this is daunting at first. We stop and draw together wherever the inspiration and pauses of travel make it possible. They learn that this kind of drawing can happen all day, any day. This means that a rest from the midday hiking heat finds these vibrant young people sketching in the shade along the trail. Curious fellow pilgrims pause to enjoy the view and cheer them on. Augsburg’s students are natural goodwill ambassadors. Our pilgrimage ends in Conques, where we receive the pilgrim’s blessing at Abbaye de St. Foye, the patron saint of the blind and the imprisoned, and hear Phil read the gospel of John. We pick up our pace and continue to the restored, walled city of Carcassonne and hear about heretics; take a dip in the Mediterranean Sea at Collioure; and visit the papal palace at Avignon. The last full week of the course is spent in the “city of lights” where we are surprised and thrilled to Art professor Tara Sweeney sketches plein air with student Cassandra Roschen on the outskirts of Sénergues, France. hear students wishing for more pilgrimage and less Paris. So what was France really like? The syllabi promised we’d unravel the mysteries of critical thinking and blind contours, learn how to read history, and make plein air drawings. We walked a very long way together to do all that. But if we can’t tell you the best thing that happened in France it’s probably because it’s still happening. In studying to understand the past, in sketching what remains of it, we have learned to listen, to see deeply, and most importantly, to be fully present. Transformation is like that. Go ahead, ask. Ⅵ Tara Sweeney is assistant professor of art. Phil Adamo is assistant professor of history. FA L L 2 0 0 6 2 3 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 26 MAKING THEIR MARK BY BETSEY NORGARD Nancy Steblay and her student researchers in the lineup have partnered with Hennepin County police officers to research, apply, and test changes in police lineups to reduce the chances of convicting innocent people. 24 AUGSBURG NOW 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 27 n the past 14 years, 183 people have been exonerated from crimes they did not commit, but for which they were convicted and for which they may have spent a decade or more in prison. In 75% of these DNA-exoneration cases, the primary evidence leading to their conviction was a witness who identified them as the perpetrator of a crime. Only after development of DNA technology that could positively match evidence to a person—or exonerate that person—did the law enforcement community realize the depth of the eyewitness problem in the legal system. The social impact of a witness identifying the wrong person in a lineup is significant. Not only can it send an innocent person to prison, but it also allows the real criminal to remain uncaught. In the late 1980s, when psychology professor Nancy Steblay began reading the early research describing simple changes in lineup procedures that could reduce the rate of false identifications, she became intrigued. Trained as a behavioral scientist, she saw in this an ideal application of laboratory research and theory. “There’s so much we could add, we could say, about how to understand human memory in the legal process,” says Steblay. What the early psychology research offered, she says, is only probabilistic—laboratory research I Psychology students have created research projects to examine procedures used by law officers in police lineups and to test them in field projects. Student researchers include Psychology professor Nancy Steblay has studied police lineups for more than 15 years and helps students develop research that addresses problems with eyewitness identifications. helps to estimate the likelihood that certain events, like eyewitness fallibility, will occur. What the legal system needs at trial, however, is certainty about a specific case. Did something affect this particular witness’ memory in this particular case? The goal of recent lineup research, says Steblay, is to fix the eyewitness problem before it reaches the courts. “We need to develop the procedures that make certain that memory, like all trace evidence, is not contaminated,” she says. In other words, when a person is on trial for a crime for which he/she has been identified by a witness, the legal system needs to know that this identification is accurate, that the eyewitness evidence is sound. (L to R) Brenna Johnson ’07, Amanda Brey ’08, and Robert Tix ’07. FA L L 2 0 0 6 2 5 6121_Augsburg_AugsburgNow-Fall 06 Tackling the problem By the late 1990s, the Department of Justice could no longer ignore the fact that increasing numbers of people were being proven innocent after wrongful convictions, even by well-meaning law enforcement officials and eyewitnesses who thought they were doing everything by the book. In 1999, Attorney General Janet Reno brought together early researchers who had been focusing on lineup procedures and produced an in-depth study of their research with recommendations for improving the system. It gave visibility and awareness to the problem and options for improving the protocol. Augsburg’s psychology department did not have a laboratory at that time, so Steblay was unable to carry out any lab research. However, what she 9/12/06 10:25 AM Page 28 could do was to produce metaanalyses, or comprehensive reviews and syntheses of all existing research around a particular issue or question that provide a “grand picture.” These studies prove extremely useful for researchers and policy makers studying the questions. In 2001, Steblay’s meta-analysis on sequential vs. simultaneous lineups caught the attention of Gary Wells, an Iowa State psychology professor and pioneer in lineup research, who was trying to encourage lineup reform across the country. What Wells advocated, and Steblay’s meta-analysis confirmed, is that the rate of false identification is lowered when the lineup subjects, usually shown in photos, are presented to the witness one at a time, rather than all at once. There is less tendency for wit- nesses to compare one to the other instead of to their memory of the perpetrator. A further procedural change that Wells recommended was a “double-blind” lineup, where the law officer or person administering the lineup does not know which person, if any, in the lineup is the suspect. When the psychology department gained a small lab, Steblay was able to involve students in her research. As part of the advanced research seminar she taught, students could create spin-offs of her research and could run subjects in the lab. To develop better research capabilities, Steblay needed some tools—a laptop simulation of a crime and a lineup to show lab subjects. The technical concept came from IT staff person Bill Jones, and the material came from film professor Deb Redmond’s video production class. “It became the students’ assignment—to shoot a crime, and then to help me construct the lineup,” says Steblay. “And they did a beautiful job.” Hennepin County attorney Amy Klobuchar (left) and psychology professor Nancy Steblay (right) recently co-authored an article that reports on the success of the Hennepin County lineup project. 26 AUGSBURG NOW Joining with law officers In 2003 Hennepin County in Minnesota initiated a year-long pilot project to test new sequential, double-blind lineup procedures. County attorney Amy Klobuchar spearheaded the study, involving four police jurisdictions—two urban (Minneapolis and Bloomington) and two suburban (Minnetonka and New Hope)—after hearing Wells speak about the need for lineup reform. Steblay joined the pilot project as the data analyst, supported by a two-year grant from the National Institute of Justice (NIJ). The grant paid for her time to pull and run data from the 280 lineups in the pilot project, and to run several analog laboratory projects testing questions that arose. One such question was “Does it make a difference if a witness goes through the sequential lineup photos more than once?” “Questions came up in the field and we tested them in the laboratory,” Steblay says. “Now I can bring the two together and say, ‘This is how we should run lineups in the field based on what we know now.’” NIJ found Steblay’s project compelling because it united police practice and laboratory research, Steblay says. It was a field study on the cutting edge of national discussions, and no field data had been collected previously. Steblay and Klobuchar were two of the three co-authors for a recent article in the Cardozo Public Law, Policy and Ethics Journal that reported on the success of the Hennepin County project. The authors wrote that “analysis of the data and anecdotal responses from the participating police agencies led to the conclusion that the new protocol is both efficient to implement and effective in reducing the potential for misidentifications.” In a press release issued by the Innocence Project, co-director Barry Scheck called the study 6121_Augsburg_AugsburgNow-Fall 06 “the first to use scientifically valid research techniques to evaluate the eyewitness identification reform in the field—in a ‘real world’ application, rather than an academic setting.” Getting students involved The lineup research has been a great opportunity for students to learn about the research process. Even before a psychology lab existed, students co-authored the meta-analyses with Steblay. With the lab, dozens of students over the years have developed their own research questions as well as aided Steblay with her studies. The NIJ grant added more opportunity. Students helped to produce a more professional laptop video “crime scene,” to run pilots to clarify the instructions, and to make sure the procedures ran accurately. “The benefit of this kind of research is that students can grasp it readily and contribute enormously. Even though the eyewitness research is complex and sometimes confusing in its entirety, at its surface it’s easy to understand what we’re trying to do,” says Steblay. “Students seem to enjoy the connection to the national lineup reform effort, as when I say, ‘Well, we’re doing this in Hennepin County,’ or ‘I went to Chicago and talked about that,’ or ‘the Los Angeles Police Department called me yesterday with this question,’” she says. “They realize this is not just some practice exercise—this really counts.” With the current popularity of television crime shows attracting more students to forensics, Augsburg launched a concentration in psychology and law. Steblay’s psychology and law class has always been popular, and she says that while students start out with forensic clinical interests from TV, the class helps them see the broader range of opportunities. Augsburg is one of the few schools that offers psychology 9/12/06 10:25 AM Page 29 and law at the undergraduate level. Steblay feels that the research helps prepare students who may be intimidated by the prospects of graduate school research. “I think they get a sense of, ‘Yes, I can do this,” says Steblay. “Once you get on top of the research, there’s no end to the number of research questions and directions to go.” A good example is 2005 psychology graduate Hannah Dietrich. She was awarded the 2006 Best Undergraduate Paper award from the Psychology-Law Society for her senior honors research project on sex offenders, which began with an internship at the Minnesota Bureau of Criminal Apprehension. She’s currently studying for a master’s degree at the University of Colorado-Colorado Springs. Senior psychology major Shannon Ryan, one of 60 students selected to present their Presenting the findings Since the completion of Hennepin County’s pilot project, Steblay has presented the findings at a number of conferences across the country. Her phone has also been ringing more with questions and contacts about the research since publication of the study. She is now completing the final data analysis and report for the NIJ grant, and preparing to train in a new batch of students to start the next generation of research in Augsburg’s “crime” lab. “The people I work with—the homicide investigators, the attorneys—help keep me in touch with how this plays out in the real world, and the kinds of adjustments I need to make in the lab to try to capture that in a better and more authentic way,” Steblay says. “And the students help keep me very much in touch with what a real witness would experience.” Ⅵ research on Capitol Hill, has been part of Nancy Steblay’s research that is supported by a National Institute of Justice grant. Shannon Ryan takes lineups to Washington Shannon Ryan ’07 was among 60 students selected nationally to present their research at the Council on Undergraduate Research’s Posters on the Hill session in Washington, D.C. in April. Ryan’s research examines procedural guidelines for gathering eyewitness evidence in police lineups and how witness memory is affected by lineup structure and format. Her poster, “BlindSequential Police Lineups: A Test of Revised Procedure” compared the number of eyewitness false identifications in two different formats, and was the only poster representing the social sciences. While in Washington, Ryan and Professor Nancy Steblay, her research adviser, visited with U.S. Rep. Martin Sabo and Rep. Betty McCollum to explain the research. Ryan will carry on the lineup research for her senior honors project, and then continue in either a psychology and law or criminal justice graduate program. During the summer, she worked in the McNair program at the University of Minnesota on a project about the over-reporting of voting behavior, with Christopher Uggen, Distinguished McKnight Professor and chair of the sociology department. FA L L 2 0 0 6 2 7 6121_AugsburgNow-Fall 06 9/14/06 11:08 AM Page 30 Left: Very Special Arts (VSA) day brings children with mental and physical disabilities to the Augsburg campus where they are treated to dancing, music-making, music performances, and more by the Music Therapy department. Right: Members of The Remnant Gospel Choir sing at the annual Martin Luther King Jr. convocation, sponsored by the PanAfrikan Center. The 2006 speaker was Dr. Bernard LaFayette Jr., SNCC co-founder and director of nonviolent and peace studies at the University of Rhode Island. Below: The tables on the balcony of Christensen Center are distorted by raindrops clinging to the windows during a Photographer’s pick— September rain storm. some of the year’s favorites PHOTOS AND TEXT BY STEPHEN GEFFRE From the thousands of photos staff photographer Stephen Geffre took during 2005–06, he selected these photos that give beauty and meaning to life at Augsburg. 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 31 Left: Trevor Tweeten ’06 sits in front of a video installation piece that was part of his senior filmmaking show. Tweeten is the first graduate of Augsburg’s new film major. Above: Helping to clean up the Soap Factory art gallery was one of the many AugSem projects first-year students undertook on the first day of class in September. The gallery is housed in a former soapmaking factory in the St. Anthony Main area of Minneapolis, and “is dedicated to the production, presentation, and promotion of emerging contemporary practice across the visual arts.” (Soap Factory website) FA L L 2 0 0 6 2 9 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 32 A hands-on approach to better health BY BETSEY NORGARD r. Bruce Cunningham ’77 talks about having one additional trick in the bag of medical tricks he offers patients in his practice. Cunningham is a doctor of osteopathic medicine, or DO, and has been practicing in Woodbury, Minn., for 21 years. For the last 12 years he has been a family practice physician at the MinnHealth Clinic. The “trick” he calls on is manipulation, the core of osteopathic medicine. Osteopaths examine the interrelationship and functioning of the body’s musculoskeletal system—nerves, muscles, and bones—to understand disease and its causes. It’s literally a hands-on approach with patients as he physically manipulates or adjusts their D With his left hand, Dr. Bruce Cunningham searches for a lesion in the patient’s back where manipulation will help his condition. 30 AUGSBURG NOW joints, muscles, tendons, etc. that may be injured or impaired. “It’s not for everybody or every problem,” Cunningham says, “but it can be effective in a number of common disorders—backaches, headaches, sleep disorder. It’s a nice tool to be able to pull out.” In his practice, he shares some of his patients with his MD partners—the patients come to him specifically for certain things because he’s an osteopath. “It’s a very good holistic approach to care; many MDs have a similar approach, but very few have the training where they can actually do the manipulations that help people immediately.” “So there are reasons why we’re a bit different,” Cunningham says. “But if someone comes in with appendicitis, I’m going to treat it in exactly the same way as my very capable MD partners.” He says that 80–90% of what he does is “very mainline.” The medical training is essentially the same for both the “allopathic,” or traditional physicians, and osteopathic physicians—four years of medical school, at least three years of residency, and certifying exams administered by different bodies. Osteopathic students have extra study in the musculoskeletal system, including two years of lab work. “You’re learning on other students, and then you’re picking on your family and friends to do some of the manipulation,” he says. “So there’s a better understanding of how the body works and how to interact with it.” Cunningham is a faculty member at the University of Minnesota and two osteopathic colleges— Des Moines University College of Osteopathic Medicine and LECOM-Bradenton College—and enjoys working with third-year osteopathic students, who must spend eight weeks in rotation to learn primary care. “I teach both allopathic and osteopathic students, and there’s a big difference. … The osteopathic student is always more comfortable touching the patient and getting close, and doing a number of the musculoskeletal exams we have to do.” Cunningham explains that osteopathic physicians are different than chiropractors, who also treat patients with physical manipulation, but are not medical doctors. Chiropractic focus is on the nervous system, while osteopathy trains doctors to look at the body’s functioning in more depth. Osteopathic physicians have not always been accepted as equals in the medical profession. Minnesota did not offer full practice rights to DOs until 1963; the last state to do so was Louisiana, just two years ago. Currently there are about 56,000 osteopaths in the U.S. who make up about six percent of all physicians. In Minnesota that figure is about 300, and they practice across the state, traditionally serving in smaller communities, but now increasingly in large healthcare systems and at Mayo Clinic. Cunningham says that osteopathic medicine is “growing by leaps and bounds,” and that within two or three years, approximately 20% of all medical students will be pursuing osteopathy. Currently they study at 23 osteopathic medical schools, most of which are private institutions. Because they’re not affiliated with large hospitals, osteopathic students tend to travel and spread out more for their rotations. Four additional colleges of osteopathic medicine are actively on the drawing board, says Cunningham, who has served on the national committee that approves new training schools. In Minnesota Cunningham has enjoyed being part of a team of DOs who visit every college in the state once a year to talk to students about osteopathic medicine. “It’s really fun,” he says, because “the idea that you can learn to touch your patients and to take a more natural approach to some of their ailments is very exciting to pre-med students.” 6121_Augsburg_AugsburgNow-Fall 06 Osteopaths can pursue any specialty, although most are in family practice. Cunningham says that research is becoming an important new endeavor in osteopathy. “I’ve just had a student who finished his PhD while he was on rotation with me and he’s doing oncology research, some really exciting work in it.” The choice between traditional medical programs and osteopathy must be a personal one for the student, Cunningham says. First they have to know they have a choice, and then some will go the osteopathic route as they become excited by the approach osteopathy offers to concentrate on treating the person and not just the disease. Cunningham’s own vocational route was not so direct. When he was not accepted at first into medical school, he took graduate 9/12/06 10:25 AM Page 33 courses at the University of Minnesota and worked in a hospital. After trying a year at law school, it was a fellow classmate, John Ronning ’77, now a physician in St. Cloud, who suggested osteopathy. When Cunningham learned more about it, he applied, and went on to Des Moines University College of Osteopathic Medicine. He says he owes a lot to the profession, since it was while on his internship in Grand Rapids, Mich., where he met his wife. He has served twice as president of the Minnesota Osteopathic Medical Society, and has been active on committees within the profession, including the National Board of Osteopathic Medical Examiners. Cunningham credits Augsburg with a good preparation for leadership and service. He attended col- lege as a commuter student to save money, but was welcomed by the residents and even kept a sleeping bag in the corner. He served as student body vice president, and remains best friends with Ron Robinson, who was president. “The student leadership and the opportunities Augsburg gave me to be in that role were really great testing grounds for what I’ve gone on to accomplish in medicine,” Cunningham says. He encourages all students to take advantage of leadership opportunities during their college years. Cunningham says he loves being involved in the politics of medicine. This should keep him active as osteopathic medicine keeps growing and offers additional tricks in the doctor’s bag for health and wellness. Ⅵ For over 20 years Dr. Bruce Cunningham ’77 has brought the additional perspectives from osteopathic medicine to his clinical practice. FA L L 2 0 0 6 3 1 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 34 ALUMNI NEWS From the Alumni Board president … When I attended Augsburg in the MAL program from 1993-1996, I often thought of Augsburg as a diamond—many facets, one beautiful gem of a college. Serving on the board of directors of the Augsburg Alumni Association over the last few years has offered me many different and wonder-filled views of Augsburg, yet I come back to the same thought—many facets, one beautiful gem of a college. As another school year begins, the cycle it brings is also the same and different. Augsburg is about its same calling—offering a transformative education rooted in vocation and service—while embracing new presidential leadership. Healthy expressions of excitement, concern, joy, and challenge are evident every day I visit or speak with someone on campus. Augsburg is very alive! And well! I encourage you to participate in this cycle of life at Augsburg through your Alumni Association. The association remains committed to its purpose: “…to support and serve Augsburg College in its stated mission and to promote interest and involvement of the membership in Augsburg College and in the association.” And there is something new, too: the Alumni Association has restruc- 32 AUGSBURG NOW tured itself and its activities, and has prepared itself to be a stronger partner with the College. I invite you to (re)connect with Augsburg and your Alumni Association: • Attend events. Take advantage of the many interesting and meaningful activities available to alumni. These include the inauguration of our new president, music and theatre, athletics, Velkommen Jul and Advent Vespers, Homecoming, alumni gatherings, and conferences. This year’s alumni events also will include volunteering with Habitat for Humanity and the Campus Kitchen, as well as the Master of Arts in Leadership’s 20th anniversary celebration. • Visit the campuses. Yes, that’s plural! Augsburg now has at least five campuses: ‘traditional’ day school, weekend, graduate, Rochester, and overseas. Look up former professors and mentors, shop at the bookstore, and see the dramatic changes that are occurring at Si Melby and Gateway and planned for the Science building. You could even come back to Augsburg for another degree! • Stay in touch. We want to hear from you and we want to be able to contact you! Register for the Augsburg Online Community (www.augsburg.edu/alumni, then click on Augsburg Online Community) and let us know what you are doing. Remember to update your profile, and look for your friends and classmates. You can also use the form on page 39 to submit information, or e-mail it to alumni@augsburg.edu. • Contact us. Let us know how you would like to be involved with the College and fellow alumni. You can reach me by e-mail at bvornbrock@gmail.com or through the Online Community. You can also contact us through Alumni Relations by phone at 612330-1085 or 1-800-260-6590, by e-mail at alumni@augsburg.edu or in writing (Campus Box 146, 2211 Riverside Ave., Minneapolis, MN 55454). I look forward to seeing you at Homecoming. Barry Vornbrock, ’96 MAL President, Augsburg Alumni Association Homecoming 2006—September 25–30 “Watch Us Soar” Highlights of Homecoming Week Please note that not all activities are on campus. For a complete listing and information, go to www.augsburg.edu or call 612-330-1085. September 25 4:30-6 p.m. Intl. Student Organization reception September 26 11 a.m.–2 p.m. 6:30 p.m. 7:00 p.m. Counseling and Health Promotion Annual Fair Alumni Baseball Game Powder Puff Football September 27 10:30 a.m. Augsburg Associates Annual Fall Luncheon— speaker, Abigail Pribbenow September 28 5:30–8:30 p.m. 5:30–8:30 p.m. Education Dept. Open House Athletic Hall of Fame Banquet September 29 9 a.m. 10–11 a.m. 12:30–2 p.m. 2:15 p.m. 4–5:30 p.m. 5–7 p.m. 5:30–7:30 p.m. 7 p.m. 7:30 p.m. 1956 Reunion Celebration Homecoming Chapel Homecoming Luncheon Campus Tour English Alumni/ae Reunion and Reading Pan-Afrikan Alumni Reception Metro-Urban Studies 35th Anniversary Homecoming Variety Show Men’s soccer game vs. Macalester College September 30 10 a.m. 10–11:30 a.m. 11 a.m. 11 a.m. 11 a.m.–noon 11 a.m.–1 p.m. 1–3 p.m. 3–7 p.m. 1966 Class Reunion Political Science Dept. 40th Anniversary 1981 Class Reunion Young Alumni Reunion (1990–2006) Campus Tour Picnic in the Park Football Game vs. Concordia College-Moorhead Auggie Block Party 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 35 (Front row, L to R) Karen Oelschlager ’66, Donna Amidon, Linda Holt, Karen Johnson ’66, Cathy Holmberg ’64, Joyce Pfaff ’65, Nancy Roemer, Janet Roemer ’79, Andy Song. (Row two, L to R) Larry Turner ’69, Lynn Kielas, Colleen Johnson ’60, Margaret Fogelberg, Doug Pfaff, Connie Bagenstos, Marie Sandbo ’65. (Row three, L to R) Florence Borman ’54, Joyce Young ’64, Donna Pederson, Sue McQuire ’70, Sue Turner, Lana Donald, Mike Holmberg ’64, Lee Johnson, Donna Torgeson, Joan Dehn, Matt Young. (Back row, L to R) Dennes Borman ’57, Louis Dehn, David Pederson ’70, Tom McQuire, Jim Donald ’63, Brad Holt ’63, Hans Sandbo ’63 Centennial Singers perform in the Twin Cities The Centennial Singers, a male chorus of Augsburg alumni and friends, will present a series of concerts this fall in the greater Twin Cities area. The chorus was formed in the early 1990s of former Augsburg Quartet members to revive and continue singing the gospel quartet tradition. Since then, they have toured to Norway twice and to the Southwest U.S. Fall Concerts/Appearances: Sat., Sep. 30, 7 p.m. Vinji Lutheran Church, Willmar China: A visit to the Great Hall Thirty alumni and friends of the College, hosted by assistant alumni director Donna Torgeson and faculty members Brad (’63) and Linda Holt, toured China for two weeks in May. The tour featured the history, culture, and scenic beauty of China, and included a visit to the Great Wall, Tiananmen Square, the Forbidden City; a boat cruise down the Yangtze River past the Three Rivers Dam project; an evening at the opera; and many other historical stops. The experience took travelers from Beijing to the international city of Shanghai. In addition to visiting the famous sites of China, the group enjoyed an educational opportunity to explore the religions of China with visits to several temples and churches. Sun., Oct. 1, 4 p.m. Central Lutheran Church, Elk River Sat., Oct. 7, 7 p.m. Oak Grove Presbyterian Church, Bloomington Sun., Oct. 8, 4 p.m. Crystal Free Church, New Hope Sat., Oct. 14, 7:30 p.m. Gethsemane Lutheran Church, Hopkins Sun., Oct. 15, 4 p.m. Faith Lutheran Church, Coon Rapids Sat., Oct. 28, 7 p.m. Shepherd of the Lake Lutheran Church, Prior Lake Join the Augsburg Online Community It’s designed just for you— • Keep in touch with classmates • Find out what’s happening on campus • Send class notes about what you’re doing • Change/update your address and e-mail • Update your profile so others can find you • Make an online gift to Augsburg It’s fast and easy. Already, more than 500 alumni have registered. Simply go to www.augsburg.edu/alumni—have you signed up? If you have questions, e-mail healyk@augsburg.edu. Sun., Oct. 29, 2 p.m. House of Prayer Lutheran Church, Richfield FA L L 2 0 0 6 3 3 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 36 CLASS NOTES 1950 1951 1957 Rev. Raynard Huglen ’53 Sem, Rev. Herbert C. Hanson, Forest Stan Baker, Raleigh, N.C., pro- Newfolden, Minn., has published a book, The Race Before Us, a collection of writings from his 27-year tenure as editor of The Lutheran Ambassador, the publication of the Association of Free Lutheran Congregations. His book is available through Ambassador Publications of the AFLC, in Minneapolis. City, Iowa, was presented the Golden Hammer award by Habitat for Humanity in North Iowa and the Volunteer of the Year award for 2005 by the Forest City Chamber of Commerce for his volunteer work for Habitat for Humanity. In April, he celebrated his 80th birthday. fessor of counselor education at North Carolina State University in Raleigh, was recognized as one of the 100 Distinguished Alumni during the centennial celebration in May of the University of Minnesota’s College of Education and Human Development. He received a Master of Arts degree in personnel and guidance work from there in 1963. Auggie Reunion Marshall Johnson, Brooklyn Center, Minn., has completed 60 articles for The New Interpreter’s Dictionary of the Bible, forthcoming from Abingdon Press. Virgil Vagle, Paynesville, Minn., was inducted into the Minnesota State High School League Hall of Fame in May. He has coached football and wrestling at Paynesville Area High School for 70 seasons combined and held the state record for most career coaching victories in wrestling from 1997–2004. 1963 1970 Carolyn E. Johnson, Placentia, Bonnie (Christopherson) Feig, Starkville, Miss., has been teaching social studies at Starkville High School for 16 years. During that time, she has been named the state’s outstanding social studies teacher by the Mississippi Historical Society, the district’s Star Teacher (chosen by the high school’s Star Student), the Starkville Teacher of the Year for 2005–06, and the American History Teacher of the Year by the Mississippi Chapter of the Daughters of the American Revolution. Her husband, Douglas ’68, teaches political science at Mississippi State University in Starkville. Calif., received a grant from Rotary International to teach for one semester at the University of Belize in Belize City, starting in February 2007. She will also work with the Women’s Issues Network in Belize. Contact her at cjohnson@fullerton.edu. 1965 Peter Jacobson, Paynesville, Six roommates/housemates who graduated in 1967 celebrated their 25th consecutive annual reunion in August 2005. They all have been teachers at some point in their careers. (Back row, L to R) Gloria Lamprecht, Sue (Overholt) Hampe, Pat (Rupp) Rossing, Phyllis (Stradtman) Krieg; (Front row, L to R) Ruth Ann (Gjerde) Fitzke, Ardell (Arends) Lommen. 34 AUGSBURG NOW John K. Luoma, Stow, Ohio, recently saw the re-publication of his case study on the Anglican divine Richard Hooker in the Journal for Case Teaching (2004–05). It was recognized as one of the outstanding cases in the Association for Case Teaching archives. Minn., and his wife, Lynne, were honored as Distinguished Alumni of the Paynesville Area High School. They have been the publishers of the Paynesville Press since 1973, when they took it over from her father, who had succeeded his father as well. In June they became semi-retired when their son, Michael, took over as publisher/editor. 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 37 Rev. Kathryn Schreitmueller, Green Bay, Wis., has been named pastor of Resurrection Lutheran Church, after serving for 20 months as interim pastor of Peace Lutheran Church in Oshkosh. She teaches liturgy and worship at the Eastern Lay School of Ministry and has led students to work for Habitat for Humanity. 1991 Jennie (Clark) Anderson, Park Lisa Dietz, Golden Valley, Minn., was selected as one of the artists for the Minnesota State Arts Board’s second annual Art of Recovery exhibit, April through June. Her work included a poem, an essay, and textile art. Rapids, Minn., is the new owner and innkeeper of the Red Bridge Inn in Park Rapids. www.redbridgeinn.com Christine Halvorson, Hancock, 1977 Sharon (Johnson) Sullivan, San Ron Housley, Santa Maria, Jose, Calif., was honored by the Junior League of San Jose as one of the City of San Jose’s Outstanding Volunteers for 2006. She received her honor at the 37th Volunteer Recognition Luncheon on April 28. She was nominated by The Tech Museum of Innovation for her dedication, compassion, and action. Calif., is in rehearsal with The Kingsmen Alumni Corps, a group of musicians who formerly were members of The Anaheim Kingsmen Jr. Drum and Bugle Corps, for the 2007 Summer Music Games. Recently, his arrangement of “Eternal Father, Strong to Save,” was chosen for inclusion in the book of The Kingsmen Alumni Corps. 1975 Craig Olsen (deceased) was inducted posthumously in April into the Oregon Chapter of the National Wrestling Hall of Fame. During his career he coached high school teams in Minnesota and Oregon, and at Pacific University and University of MinnesotaMorris. He died of cancer in 2004. 1981 N.H., has entered the business of corporate blogging as a consultant to companies wishing to join the blogosphere. www.halvorsonnewmedia.com 1989 Carolyn (Ross) Isaak, Rochester, Minn., was named to the U.S. Track and Field Cross Country Coaches Association’s Silver Anniversary Team, as one of the outstanding performers in women’s outdoor track and field of the last 25 years. She was named for her performance in the 400-meter hurdles, for which she still holds the NCAA Division III national meet record. 1990 1978 Debra Axness, Charleston, S.C., has been living with her boyfriend, Larry Struck, aboard Debonair, their cutter-rigged sailboat, for four years after sailing from Duluth, through the Great Lakes, down the Erie Canal and Hudson River, and down the East Coast. They are ready to set sail again towards Bermuda and south to the Caribbean Basin. Ora Hokes, Minneapolis, was one of two winners of the 2006 University of Minnesota Josie Johnson Human Rights and Social Justice awards, named for the first African American to serve on the university’s Board of Regents. The award recognizes individuals who have devoted their time and talents to making substantial and enduring contributions to the University of Minnesota community. 1992 Steven Benson, Owatonna, Minn., was one of 100 teachers nationwide to be awarded a 2005 Presidential Award for Excellence in Mathematics and Science Teaching. He and his wife, Nancy, spent a week in Washington, D.C., sponsored by the National Science Foundation, in a combination of professional development activities and festivities, which included a White House breakfast meeting. He is an advanced mathematics teacher at Owatonna High School. Sven Erlandson, Minneapolis, published his third book, The 7 Evangelical Myths: Untwisting the Theology behind the Politics, that addresses the intersection of religion and politics in America, specifically the role of evangelical Christianity in the current political culture. During the spring he served as Augsburg’s strength and conditioning coach for all sports. FA L L 2 0 0 6 3 5 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 38 CLASS NOTES 1993 1999 Anne JulianVan Abel, Minnetonka, Minn., started a new business, The A-List, a human resource firm that provides sourcing and staffing services for local and national firms in all industries. She had been an independent consultant for 12 years. 1996 Ryan Carlson, St. Paul, was appointed an alternate member by the Highland District Council’s board of directors. The council is an organization that provides a neighborhood voice to decisions made by the city and the state. 1997 Sarah (Gilbert) Holtan, Milwaukee, Wis., was promoted to assistant professor of communications at Concordia University Wisconsin. She can be reached at sarah.holtan@cuw.edu. 1998 Angie Ahlgren, Minneapolis, will begin a doctoral program this fall in theatre history/criticism/theory/text with an emphasis in performance as public practice at the University of Texas at Austin. She holds an MA in English literature from the University of Minnesota. 36 AUGSBURG NOW Erik C.B. Johnson, Chicago, Ill., received a PhD in biochemistry and molecular biology from the University of Chicago on June 9. He is currently a third year medical student at the University of Chicago, Pritzker School of Medicine. 2003 Kristen Opalinski, White Bear Lake, Minn., was named Coach of the Year by the Northcentral Schoolgirls Lacrosse Association (NSLA) after coaching the North Suburban Lady Spartans lacrosse team to an undefeated record and state championship. She was also head coach for the Minnesota All-Stars team, made up of the state’s best girls in lacrosse, who achieved a 2-1-2 record at the US Lacrosse Women’s Division National High School Tournament at Lehigh University in Pennsylvania, after six years of winless appearances. Kristen works as a graphic artist. Lindsay Plocher, Megan Feider, and Miya Kunin—the Des Cordes String Trio 2004 2006 Kelly Chapman, Willernie, Lindsay Plocher, Megan Feider, and Miya Kunin ’04 have joined Minn., graduated magna cum laude from the Fashion Institute of Design and Merchandising in Los Angeles. She was one of 10 students accepted into the third year design program and awarded a full Nolan Miller Scholarship for the 2006–07 school year. 2005 Yi Chen, New Brighton, Minn., works with her husband, Chen ‘04, at Akingco, Inc., a company that sells gift pens. together as the Des Cordes String Trio, playing for weddings, parties, and corporate events. The trio has performed prior to Saint Paul Chamber Orchestra concerts as part of their community series, and in the Linden Hills Live Music Festival. They are currently on the preferred musicians list of the Twin City Bridal Association. www.descordes.com Graduate programs Doris Rubenstein ’93 MAL, Richfield, Minn., has been named a contributing editor to CPA Wealth Provider magazine. She is the principal of PDP Services, a philanthropy management and planning consulting firm in Minneapolis. 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 39 Sports and Scores in Saginaw Darryl Sellers, a Weekend College grad of 2002, is the most recent addition to the WNEMTV5 news team in Saginaw, Mich. The station’s no. 65 ranking is an impressive advance for Sellers, coming from no. 153, KAAL-TV, in Austin, Minn. It’s one more stepping stone on the journey that began at Augsburg. While earning a major in mass communications and a minor in English through the weekend program from 1997 to 2002, Sellers spent three years as a McNair Scholar, which helped him to prepare for graduate school through workshops, weekly meetings, conferences, and outside assignments involving cultural awareness. Sellers credits Augsburg for “[laying] the groundwork for my path… The school helped me open many doors that were closed to me before.” For his McNair mini-thesis, which he presented at the State Capitol, Sellers chose to research the Western Appeal, a St. Paul African-American newspaper published from the late 1800s to the 1920s. He was able to see how the newspaper began and how it handled issues facing blacks of that era such as racism, discrimination, disenfranchisement, voting rights, and equal education. Sellers concluded that the black community was divided in a number of issues. “Although the people had many of the same goals in mind,” he said, “the pathways to get there varied.” The project helped Sellers learn crucial lessons in balanced reporting. “It helped me explore both sides of issues. I learned that objectivity itself can be subjective. Balance can’t always be achieved, and this was something very valuable for an aspiring broadcast journalist.” After Augsburg, Sellers and his wife moved to Los Angeles where he entered the Annenberg School for Communication at the University of Southern California. Although he chose the school because of its excellent program, staff, and campus, he also admits, “I fell in love with Los Angeles during my honeymoon; I had fantasized about living in California. I also wanted to see what it was like to escape the tundra country and cold temperatures for two years.” Part of his study there included a six-week internship in 2003 in Cape Town, South Africa, working for SABC-TV, which he found to be a great, eye-opening experience. He received a Master of Arts in broadcast journalism in May 2004, and by August, KAAL-TV in Austin, Minn. offered him a weekend sports anchor position. “I started working there in September 2004. It was a whirlwind summer—our son was born August 13, so we drove more than 2,000 miles to Minnesota with a three-week-old baby.” In addition to the weekend anchor spot, Sellers did sports reporting and put together feature stories. He was in charge of all his own camera work, producing, writing, and editing. After a year and eight months at KAAL-TV, Sellers stumbled into a great opportunity through the persistence of his father-in-law— whom he calls his “unofficial agent”—to connect with a Phoenix TV-station president so he could tell him about Sellers. The president sent notification to sister stations with a wonderful recommendation. A week or so later Sellers received e-mail from the news director of WNEM-TV, requesting a tape and an interview in Saginaw. Sellers was then hired as an 11 p.m. Fox sports anchor. This new position offers both a wider geographical area and a bigger budget. It also offers greater challenge and opportunity to report on events such as the PGA Buick Open and to cover college sports teams, like Michigan State, and professional teams. Darryl Sellers ’02 Sellers does miss Minnesota and the people back home, and he hopes to eventually make it back to Minneapolis. “I would like to work for WCCO-TV— save a place for me, Mark Rosen, as a sport anchor,” he says, and adds with a smile, “Of course, I wouldn’t say no to KARE, KSTP, or KMSP.” His goals also include starting his own production company and mentoring aspiring, young journalists and other youth. “I want to give back and help pave the pathway for their future.” Right now, though, Sellers is staying very active with his new job and helping to raise a very energetic little boy. — Sara Holman ’06 FA L L 2 0 0 6 3 7 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 40 CLASS NOTES WEDDINGS BIRTHS/ADOPTIONS Dale Martin Christopherson ’85, Grand Forks, N.Dak., and his wife, Debra, announce the birth of Alyssa Mae, in March. Dale is a chemist at the U.S. Department of Agriculture’s Human Nutrition Research Center. Mark Keating ’91 and his wife, Amy, of Edina, Minn., announce the birth of their third son, Aidan Howard on March 14. He joins brothers Owen, 4, and Carson, 2. Mark is an account executive at Symantec. Nicole (Smith) Sendar ’93, Edina, Minn., and her husband, Jordan, announce the birth of twin boys, Cameron and Gavin, in September 2005. Nicole is a teacher in the Minneapolis Public Schools and can be reached at nsendar@mn.rr.com. Sarah (Ginkel) Spilman ’99, Ames, Iowa, and her husband, Damion, announce the birth of their son, Alexander (Zane) Nicholas, on Jan. 3. Sarah earned her Master of Arts degree in sociology at the University of Iowa in 2004. She is a research scientist for the Institute for Social and Behavioral Research at Iowa State University. Jennifer Johs-Artisensi ’94, Eau Ami Nafzger ’94 married Aron Spiess in July. They wed in a tradition- al Korean wedding that took place as part of the 10th annual Dragon Festival, an event in St. Paul at Lake Phalen, where they were introduced to each other three years ago. Both Ami and Aron are adoptees from South Korea. Ami says, “The chair of Dragon Festival asked if Aron and I would be willing to share our culture with the public at the festival. We agreed and thought it made sense. Since we met at the Dragon Festival, we should wed at the festival.” She serves on the festival board as treasurer, as well as on Augsburg’s Alumni Board. Ami is the founder in 1998 of GOAL, the Global Overseas Adoptees Link in Korea, that helps to inform Koreans about the existence of adoptees and helps adoptees to connect with their Korean families and culture. She is beginning a three-year project to start a GOAL in Minnesota for Asian adoptees and others. Ami and Aron live in Minneapolis. 38 AUGSBURG NOW Claire, Wis., and John Artisensi became the parents of Alexis Polina in May 2005. She was born in Novosibirsk, Russia, and is now two-and-a half years old. Jennifer is an assistant professor in the University of WisconsinEau Claire healthcare administration program and John is an elementary music teacher. She can be reached at johsarjl@uwec.edu Erica (Johnson) and Jared Trost ’00, East Bethel, Minn., welcome to the world Josiah Jeffrey, their first child, on March 19. Coming in at 8 lbs., 13 oz. and 21 1/2 inches, Josiah is definitely a keeper. Erica is a science teacher at St. Francis High School, and Jared is employed by Cedar Creek Natural History Area. 6121_Augsburg_AugsburgNow-Fall 06 IN MEMORIAM The Rev. Robert D. Weeden ’51, Newington, Conn., age 82, on June 22. He served churches in Minnesota, Wisconsin, and Connecticut, as well as serving in the chaplaincy during WWII and at hospitals until his retirement in 1990. Phillip Gronseth ’55, Bella Vista, Ark., age 72, on April 7. He was an entrepreneur who retired to Arkansas, where he enjoyed being an avid golfer. While at Augsburg he sang in the Augsburg Quartet and continued singing throughout his life. He remained close to Augsburg, with a special fondness for the baseball program, and has supported athletics and the sciences. 9/12/06 12:47 PM Page 41 Betty (Hanson) Rossing ’64, Grand Rapids, Minn., on July 3. With a special love for children, she mentored teenagers, taught Sunday School and Vacation Church School, taught elementary grades in public schools, and encouraged young people to become involved in ELCA missions. Bessie Mae Hughes ’71, Minneapolis, age 94, on June 8. A native of Alabama, she came to Augsburg to complete her college degree at age 59, after raising four children, and then taught in Minneapolis Public Schools. In 1992 she was named an Augsburg Distinguished Alumna for her contributions to community and her church, St. Peter’s A.M.E. Church. SEND US YOUR NEWS AND PHOTOS Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to alumni@augsburg.edu. Full name Maiden name Class year or last year attended Street address City, State, Zip Joseph Boyer ’90, Greenwood, Minn., age 38, died unexpectedly at home on June 11. The Rev. Harry H. Fullilove ’59, Coral Gables, Fla., age 81, on Dec. 25, 2004, after a lifetime of service as Lutheran pastor and missionary in Pakistan, Ghana, and India. Is this a new address? □ Yes □ No Home telephone E-mail Okay to publish your e-mail address? □ Yes □ No Employer Position Work telephone Go, Auggies! Lots of spirit at Homecoming ’55 Is spouse also a graduate of Augsburg College? □ Yes □ No If yes, class year Spouse name Maiden name Your news: Auggie spirit resounded around the Quad as the cheerleaders led the Pepfest for this year’s 50-year anniversary class at Homecoming 1955. FA L L 2 0 0 6 3 9 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 42 VIEWS Reflections on Red Lake by Janna Caywood ’04 Janna Caywood, former program coordinator for the Master of Social Work program, interviewed Matthew Thornhill ’04, ’06 MSW about his reflections, as a social worker, following the Red Lake school shootings. Following is a summary of her longer article. 40 AUGSBURG NOW n March 21, 2005, 16-year-old Jeffrey Weise shot and killed three adults and five classmates, wounded seven other students, and then killed himself. It’s a day in history that the Red Lake Band of Chippewa will never forget. This one-hour violent act tore a gaping hole in the collective spirit of the entire Red Lake Nation. The shock and pain were unimaginable. People simply could not believe something so heinous could happen in their community. Worst of all, it was children who were most deeply affected. Social work graduate Matthew Thornhill, a foster care social worker for American Indian Family and Children Services in St. Paul, is an enrolled member of the Red Lake reservation and a relative of one of the kids who died. When he heard the news that day, his first instinct was to go to the reservation to be with his family and friends. “To be present is very important in Native culture,” he explains. He immediately coordinated a fund drive with his social service colleagues to help many other Red Lake members in the Twin Cities also make the trip back home. When Matt reached Red Lake, what he found was both rewarding and disheartening. It was rewarding to see the close-knit Red Lake community pull together and support one another. Rewarding also was the support that came from outside the reservation—from Native peoples across the U.S. and Canada, in particular, who called and e-mailed to express sorrow and to offer help. “It’s a cultural value,” says Matt. “We look out for each other.” O Matthew Thornhill ’04, ’06 MSW was named the “2006 Social Work Student of the Year” by the National Association of Social Workers–Minnesota Chapter. His wife, Angelina, accepted the award with him. Non-native responses, too, came from around the globe, including from some who had suffered their own school shootings. Many non-Native emergency responders in Red Lake learned how to be culturally sensitive while helping in the community. The collaboration between emergency responders and tribal elders was quite remarkable. Medicine men, spiritual leaders and other Band members acted much like social workers to help individual families cope and pull the community together toward stability and healing. They organized healing ceremonies and prayer circles for spiritual strength, both on and off the reservation. The collaboration between emergency responders and tribal leadership was also impressive. Each morning tribal leaders met at the local hospital to brief one another on recent arrivals, so the newcomers could be dispatched where need was greatest. Given the sovereign status of the Red Lake Nation, there was no ambi- guity as to who was in charge and responsible for emergency efforts—unlike the post-Katrina confusion. What Matt found disheartening was the media frenzy around the shootings and the allegations about the involvement of the tribal chairman’s son. Insensitive behavior by a number of journalists made many in Red Lake feel exploited. Matt and his family were most disturbed by news stories that focused on Red Lake’s social and economic struggles, implying that they were the result of failed Native values and an indifferent, incompetent community. The truth is, Matt says, Red Lake does have its difficulties. But the root causes are complex and can only properly be understood through the lens of history and an understanding of the long-term effects of colonialism. What didn’t always come through were the embedded cultural values in the Red Lake community and Native way of life that give strength and endurance in times of crisis. In the end, Matt says, Red Lake did not succumb to the media barrage, because people drew on their cultural traditions to rally each other. “We are a proud, strong Nation” he says. “We hold onto our traditional values, yet we adapt with the times. Red Lake is gonna make it.” 6121_AugsburgNow-Fall 06 9/14/06 11:09 AM Page 43 For music information, call 612-330-1265 CALENDAR For theatre ticket information, call 612-330-1257 For art gallery information, call 612-330-1524 SEPTEMBER October 18 Concert by the Habbestad Trio, tone poem and chamber ensemble September 15–October 27 Reliquiae Sculpture by Sam Spiczka “Terje Vigen” song cycle, by Kjell Habbestad 7 p.m.—Sateren Auditorium Free and open to the public. Gage Family Art Gallery, Lindell Library Artist reception, Oct. 7, 4–8 p.m. Artist gallery talk, Oct. 25, 12:30 p.m. Egg Basket Full of Hollyhock Dolls Paintings by Amy Rice ’93 Christensen Center Art Gallery Artist reception, Oct. 7, 4–8 p.m. Artist slide presentation, Sept. 29, 3:30 p.m., Marshall Room, Christensen Center September 21 Many Voices: Bold Visions Convocation Series The Rose Ensemble “Common Threads: Exloring Shared Texts among Early Christians and Jews” 11 a.m.—Hoversten Chapel Free and open to the public. September 25–30 “Watch Us Soar”—Homecoming 2006 October 18–21 Ages of Imagination: A New Season of Leadership The inauguration of Paul Pribbenow Free and open to the public. October 20 Festival Service Bishop Mark Hanson ’68, presiding Rev. Dr. Robin Lovin, preaching 10:30 a.m.—Hoversten Chapel Inauguration Ceremony 2 p.m.—Melby Hall Community Celebration 3:30 p.m.—Murphy Square October 21 Auggie Spirit Zone 11:00 a.m.—Murphy Square Football game vs. Carleton College 1 p.m.—Anderson-Nelson Field For information: www.augsburg.edu/inauguration See page 32 for schedule. NOVEMBER OCTOBER November 1 faith@work! breakfast speaker series October 2–3 2006 Christensen Symposium Douglas John Hall, professor emeritus of Christian theology, McGill University Free and open to the public. October 2, “Where in the World Are We? Being Christians after Christendom” 7:30 p.m.—Hoversten Chapel October 3, “What Are People For? Caring for Life in a Violent World” 11 a.m.—Hoversten Chapel October 4 faith@work! breakfast speaker series Paul Pribbenow, Augsburg president 7:30 a.m.—St. Philip the Deacon Lutheran Church, Plymouth, Minn. Free and open to the public. Contact: John Knight, 330-1351 or faith@augsburg.edu. Go to www.spdlc.org. Barbara Helmsley, founder, Hope Chest for Breast Cancer 7:30 a.m.—St. Philip the Deacon Lutheran Church, Plymouth, Minn. Free and open to the public. Contact: John Knight, 330-1351 or faith@augsburg.edu. Go to www.spdlc.org. November 3–11 Hedda Gabler By Henrik Ibsen Faculty directed by Martha Johnson November 3, 4, 9, 10, and 11 at 7 p.m. November 5 and 12 at 2 p.m. Tjornhom-Nelson Theater November 3–December 17 Signs of Life Sculpture by Kim Matthews Gage Family Art Gallery Artist reception, Nov. 3, 5:30–7:30 p.m. Artist gallery talk, TBA November 5 November Nativity Concert by Masterworks Chorale of Augsburg 4 p.m.—TBA November 17–19 Exceptionally Ordinary Guest directed by David DeBlieck ’88 November 17, 18, and 19 at 8 p.m. performed together with No Exit November 5–19 Henrik Ibsen Film Festival Lindell Library 301 Free and open to the public. November 5, 4:30 p.m. Immortal Ibsen!—a documentary by Erling Borgen (Norway, 1999) Terje Vigen–Victor Sjöström (Sweden, 1917) November 10, 7 p.m. The Wild Duck (Vildanden)— Tancred Ibsen (Norway, 1963) November 12, 4:30 pm. A Doll’s House—Patrick Garland (England, 1973) By Jean Sartre Student directed by Justin Hooper ’07 November 17, 18, and 19 at 9 p.m. Foss Studio Theater November 18 Augsburg Concert Band concert 4 p.m.—Hoversten Chapel November 19 F. Melius Christiansen Festival concert 2 p.m. and 6:30 p.m.—Orchestra Hall See page 6–7. November 17, 7 p.m. Lady Inger (Fru Inger til Østråt)— Sverre Undnæs (Norway, 1975) November 19, 4:30 p.m. An Enemy of the People (En folkefiende)—Erik Skjoldbjærg (Norway, 2004) November 5–30 Exhibit–“To Be a Poet Is to See: Ibsen in Our Time” Lindell Library, third floor November 6 Scholastic Connections Gala Reception and Dinner Celebrating the scholarship/mentorship program and the four ethnic services programs Free and open to the public. 6 p.m.—Christensen Center Info and reservations: 612-330-1104 November 10 Anita Gay Hawthorne Jazz & Poetry Bash 6:30 p.m.—Hoversten Chapel and Arnold Atrium November 12 Augsburg Symphony Orchestra Concert 4:30 p.m.—Sateren Auditorium Augsburg Jazz Ensemble concert 7 p.m.—Hoversten Chapel Subjective Mapping: An Exploration of Spirit and Place Paintings by Teresa Cox Christensen Center Art Gallery Artist reception, Nov. 3, 5:30–7:30 p.m. Artist gallery talk, TBA DECEMBER December 1 Velkommen Jul Celebration 10:15 a.m.–Chapel service, Hoversten Chapel 11 a.m.–2 p.m.–Scandinavian treats and gifts, Christensen Center December 1–2 27th Annual Advent Vespers A service of music and liturgy 5 and 8 p.m. each night Central Lutheran Church, Minneapolis For seating envelopes, 612-330-1265 December 6 faith@work! breakfast speaker series Norah Long, Canto, St. Philip the Deacon Lutheran Church 7:30 a.m.–St. Philip the Deacon Lutheran Church, Plymouth, Minn. Free and open to the public. Contact: John Knight, 330-1351 or faith@augsburg.edu. Go to www.spdlc.org. FA L L 2 0 0 6 6121_Augsburg_AugsburgNow-Fall 06 9/12/06 10:25 AM Page 44 “Hostas and Water Drops” was the first photo in a series called “Photo of the Week” on the AugNet page of the Augsburg College website. This feature was created to keep AugNet readers up to date on College happenings, to help them notice beauty they may have overlooked, and to add variety to the page. — Stephen Geffre, photographer 2211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031
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Title: Augsburg Now Summer 2006
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N F O R A U G S B U R G C O L L E G E A L U M N I Summer 2006 & F R I E N D S Vol. 68, No. 4 A SMOOTH TRANSITION page 2 FEATURES 17 The Frame years— a journey toward vision by Betsey Norgard 22 Augsburg’s original MBAs: The Class of 2006 by Bethany Bierma...
Show more A P U B L I C AT I O N F O R A U G S B U R G C O L L E G E A L U M N I Summer 2006 & F R I E N D S Vol. 68, No. 4 A SMOOTH TRANSITION page 2 FEATURES 17 The Frame years— a journey toward vision by Betsey Norgard 22 Augsburg’s original MBAs: The Class of 2006 by Bethany Bierman 27 On tour with the Augsburg Choir by Judy Petree 30 Those Lutheran Ladies by Betsey Norgard DEPARTMENTS 2 Around the Quad 7 Sports 8 Commencement 2006 12 Sixth Annual International Programs Photo Contest 14 Supporting Augsburg Access to Excellence: The Campaign for Augsburg College 35 Alumni news 37 Class notes TABLE OF CONTENTS 40 Auggie Thoughts Summer 2006 Vol 68, No. 4 A college of the Evangelical Lutheran Church in America, Augsburg College is an equal education/employment institution. Editor Betsey Norgard norgard@augsburg.edu Graphic Designer Kathy Rumpza rumpza@augsburg edu Staff Writer Bethany Bierman bierman@augsburg.edu Staff Photographer Stephen Geffre geffre@augsburg.edu Media Relations Manager Judy Petree petree@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Director of Marketing and Communications Christopher Moquist moquist@augsburg.edu Director of Alumni Relations Heidi Breen breen@augsburg.edu www.augsburg.edu On the cover: Augsburg Now is published quarterly by Augsburg Augsburg President William Frame (right) and President-elect Paul Pribbenow (left) have enthusiastically worked together for a smooth administrative transition. College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 50 percent recycled paper (10 percent post-consumer waste) AROUND QUAD Around THE the Quad From one president to the next— in smooth transition I n what President William Frame calls a rather remarkable and unusual occurrence in higher education, both he and President-elect Paul Pribbenow jointly spoke to the spring gathering of faculty and staff in March. Frame explained what he understands as a complex relationship between continuity and change, as both he and the incoming president individually and jointly continue to increase the “clarity of the College’s self-definition” as well as “the speed at which it is being realized” during the transition period. (In a gesture to ease at least the visual transition, Frame turned just before introducing Pribbenow and donned a bow tie, calling reference to the incoming president’s signature accessory.) Pribbenow lauded and affirmed the defining work that has been carried out by the Augsburg community in articulating its vision. “I would not be here,” he commented, “if I did not find your aspirations inspiring and compelling.” Pribbenow takes office on July 1, and his inauguration has been set for Oct. 20. The next issue of Augsburg Now will outline his administration’s priorities and introduce his leadership team. William Frame donned a bow tie to signal his “profound regard” for his successor. Both retiring president William Frame (left) and incoming president Paul Pribbenow (right) spoke to faculty and staff in March. Chris Kimball will be chief academic officer at California Lutheran University C hristopher Kimball, provost and vice president for academic affairs, left Augsburg May 31 to assume the same position at California Lutheran University in Thousand Oaks, Calif., beginning in July. Kimball, a member of the history faculty since 1991, was appointed dean in 2000 and provost in 2004 when that position was created. His impact at Augsburg is seen in the areas of curricular reform, calendar changes, teaching loads, several new programs, and the “internationalization” of the campus. “I have been blessed to work at Augsburg during a time of great change, 2 especially in the articulation of our mission and vision,” said Kimball. “California Lutheran University, located in an economically vibrant and culturally diverse region, offers a wonderful opportunity to continue that work.” President William Frame stated, “… Chris’ gifts, some of which were shaped in the process of giving our College new vitality and sharp direction, have been acknowledged by a fine institution in current need of them.” In May, the Department of Business Administration presented Kimball with a plaque recognizing his support of business studies and his “entrepreneurial spirit.” Summer 2006 Farewell to the Frames—a ‘gentle roast’ and a proper tribute 1 2 3 O n April 21, more than 300 faculty and staff gathered to honor and show appreciation to Bill and Anne Frame, and to entertain them with some ‘gentle’ roasting. Augsburg’s Gospel Praise provided music, with returning special guest artist Jennifer Grimm ’99. Gift presentations were made and the Frames offered an Augsburg rendition of Woody Guthrie’s song, “So Long, It’s Been Good to Know You.” Frame reflected on his time at Augsburg. “These years have been a great gift to us … because they’ve given us the possibility for growth … And new understanding about this great business of education—where it comes from, what it changes, why it’s crucial for the salvation of humankind. … “This place gave us a chance to think through [a great calling] more deeply and better than ever we would have had a chance to do otherwise. So, we’re grateful. We’re grateful to you and we’re grateful to Summer 2006 this place and its great lineage in history.” When asked by Augsburg Echo about his plans for retirement, he mentioned one specific project—an old boat with “at least a year’s worth of work before it’s ready for the water.” On April 30, a more proper “Celebration of Music and Worship for the Presidency of Bill and Anne Frame at Augsburg College” was held at Central Lutheran Church. ELCA presiding bishop Mark Hanson ’68 presented the keynote address. Three music groups—Augsburg’s Gospel Praise, Masterworks Chorale, and the Augsburg Centennial Singers—each sang several pieces. Campus pastor David Wold read a series of tributes received honoring the Frames, including an ode written by Wartburg College president Jack Ohle and his wife, Kristy, and a proclamation from the City of Minneapolis declaring this day to be “Bill and Anne Frame Day.” 4 1 Bill and Anne Frame enjoy some of the lighter minutes of the “roast” in their honor. 2 Campus pastor David Wold reads the proclamation from Mayor R.T. Rybak declaring April 30 “Bill and Anne Frame Day” in the City of Minneapolis. 3 President Frame picked up his guitar to join Gospel Praise in “I Saw the Light” at Central Lutheran Church. 4 Assistant director of alumni relations and former football coach Jack Osberg ’62 leans in close to extend his greetings above the jazz and gospel music. 3 Campus News Honors for distinguished teaching and learning Association, and the American Association of School Administrators. Selection to the network, part of ECS’ National Center for Learning and Citizenship (NCLC), commits its members to further service to promote civic engagement for all students. Erickson serves as chair of the Minneapolis School Board. Hannah Dietrich’s research paper wins national award Dietrich visited the sex offender treatment program at the Lino Lakes Correctional Facility and learned about the pre-release transition program. She became interested in finding out if offenders really understood the registration process and if they became more compliant and submitted better verification after completing the program. Together with Steblay, she crafted a research plan that became her senior honors project. Dietrich is now in the master’s program in experimental psychology at the University of Colorado-Colorado Springs. Orientation leaders receive awards Congratulations to the faculty and staff who received awards for Distinguished Contributions to Teaching and Learning from the Center for Teaching and Learning and the Office of the Provost and Dean of the College: Teaching—Phil Adamo (standing, left), history Mentoring—Dixie Shafer (seated, center), Undergraduate Research and Graduate Opportunity (URGO) Service to Students—Heather Feehan (standing, right), Chris Pegg (seated, right), Scott Krajewski (seated, left), Robert Bill (standing, center)—all from Information Technology. Joe Erickson selected for national network Joseph Erickson, education, has been named to the “100 District Leaders for Citizenship and Service-Learning Network.” The network includes school board members and district superintendents across the country selected by a panel representing the Education Commission of the States (ECS), the National School Boards 4 Hannah Dietrich’s honor project research with Professor Nancy Steblay was named Best Undergraduate Paper. Hannah Dietrich, a 2005 psychology graduate, has received the American Psychology-Law Society’s 2006 Award for Best Undergraduate Paper. She presented her research and received the award at the AP-LS meeting in March in St. Petersburg, Fla. Her paper, “Predatory Sexual Offenders: Post-Treatment Registration Compliance and Recidivism” is the result of research she did in collaboration with psychology professor Nancy Steblay. Dietrich became interested in studying disorders after taking an abnormal psychology class. She landed an internship at the Minnesota Bureau of Criminal Apprehension, working in the Predatory Offender Registration Unit, and connected with a supervisor who included her in many areas of the work. Augsburg’s student orientation leaders participated in the National Orientation Directors Association Regional Conference in Minneapolis. In the Undergraduate Case Study competition, Greg Hildebrandt ’08 won the Best Problem Solving Award, and Sarah Black ’09 received the Best Communication Award. Student Activities director Marc Skjervem presented on the changing culture of college students using online communities and the consequences students face with the misuse of websites. Wrestlers are second in nation in academics For the ninth year in a row, Augsburg finished in the top 10 in the National Wrestling Coaches Association’s Scholar All-America team program, finishing second among more than 100 NCAA Division III wrestling institutions, with a 3.42 team grade point average. The top team, Messiah College (Pa.), had a team GPA of 3.47. Augsburg is the only school in NCAA Division III wrestling to finish in the top 10 both in competition on the mat and in the academic team competition in each of the nine years that the NWCA has awarded an academic team national championship. ■ Summer 2006 ‘Zyzzogeton’— the last word A ugsburg launched a new tradition this year with “Zyzzogeton,” a four-day celebration of student and faculty work—from artistic performances to student research posters. Taking its name from the last entry in Webster’s Third New International dictionary, the celebration is meant to wrap up and highlight the breadth and depth of scholarship at Augsburg. Art exhibits, faculty and student recitals, faculty research roundtables, student research posters, film projects, theatre productions, museum installations, and more filled the calendar of events. (In the dictionary, “zyzzogeton” is defined as a genus of South American leaf hoppers.) Visitors to campus during this time included high school students who came on Drama Day to learn more about the theatre arts program, and middle school students with developmental disabilities and peers taking part in the annual Metro Arts Festival with Augsburg’s music therapy students. A lighter highlight of the celebration was a vigorous debate, Lefse vs. Lutefisk, in which four scholars—President Frame (political science), Lori Brandt Hale (religion), Joan Griffin (English), and Ken Kaminsky (mathematics)—took sides to argue and defend the Norwegian delicacies from the viewpoints of their academic disciplines. The judges were Norwegian bunad-clad members of the Augsburg Associates, and guests were treated to the delicacies of each, including their aromas. (And, yes, the lutefisk side was declared the winner.) Top left: The spring theatre production, Metamorphoses, by Mary Zimmerman, uses contemporary language and imagery to explore ancient myths. Center: Biology major Ben Sonquist explains his research to physics professor Ben Stottrup. Bottom left: Physics professor Mark Engebretson shared his research on geomagnetic pulsations in Earth’s space environment. Summer 2006 5 Larry Ragland retires after 21 years P rofessor Larry Ragland was one of the founding members of the Computer Science Department and retired in May after 21 years teaching in both that department and mathematics. He has stayed at Augsburg, he says, for the same reason he tells prospective students they should come—to be in a supportive environment where students and faculty work closely together. While computing has changed greatly over two Professor Larry Ragland served as one of the founding decades, he says, the discipline faculty of the computer science department and retired of computer science has not. after 21 years at Augsburg. “When I started, we showed students the ‘on’ switch and unmanned flights. how to use a mouse … We operated in Ragland recalls his first assignment at an entirely different way then,” Ragland Augsburg as chair of the Academic says. Now, with a comprehensive campus Computing Committee, with a goal to network and the global Internet, “we hire a full-time academic computing have changed how we relate to the director. That finally happened in 1990. world.” At Ragland’ s retirement celebration, Ragland reflects on the fact that he Professor Karen Sutherland said the has spent his entire career working in a department will miss his “advice, cool discipline that didn’t exist when he went ideas, ability to keep them calm, and to college. His first degrees were in sense of humor.” Junior Cory Nathan mathematics, and he started out teaching spoke for students, thanking Ragland for in public schools. “putting up with us and teaching us a His interest in computer science thing or two along the way.” developed while he worked in the Apollo Ragland has no definite plans yet for Space Program in Houston. During the retirement. He says he has room for one period in which the manned program big “yes” for a project, but has no idea recovered from its tragic fire, Ragland yet of what that project will be. worked on computer displays for Joy Bartlett leaves Education Department E ducation professor Joy Bartlett retired from Augsburg in December 2005 and moved to Las Vegas. Since 2001 she has taught orientation to education, reading methods, and technology in the classroom. 6 She fondly recalls the warmth of the Augsburg community and the enthusiasm of her students. Also, she enjoyed helping students in the McNair program and the Undergraduate Research and Graduate Opportunity office with their research. Sandi Lallak leaves Augsburg for Arizona A fter 23 years at Augsburg working with students in the CLASS program, Sandi Lallak retired in May and moved with her husband to Mesa, Ariz. When Lallak began working in the Center for Learning and Adaptive Student Services (CLASS), she recalls, CLASS had one computer, little technology, and mostly provided advocacy for students with disabilities—about 10 of them. An endowment from the Groves Family in 1988 enabled the program to grow and make the commitment to become a premier program. Lallak researched the field to learn about available adaptive technology, traveled to visit programs, and helped create a small lab on campus. She and colleague Sadie Curtis began to tape textbooks. Within three years, the program grew to provide services and accommodations to over 100 students. Lallak and Curtis spent nearly a decade developing the systems, databases, and procedures for CLASS as it is today, including its student workers. “I’m so honored to have been able to make this happen,” she says. With new technology, Lallak says, “students are reading better, retaining, and comprehending better.” Lallak became the first accommodations specialist she knows about; Curtis is now a physical disabilities specialist in the ACCESS program. While CLASS currently serves about 190 students, past students remain an important part of Lallak’s life. A double bulletin board jammed with photos of past students—weddings, babies, vacations— covered a corner of her office. Lallak has no definite plans in retirement, but many ideas for volunteer opportunities in Arizona. Summer 2006 Sports For current sports information, scores, and schedules go to <www.augsburg.edu/athletics>. Carol Enke retires from coaching by Don Stoner I “ ’ve never looked at any part of my job as a ‘job’,” said Carol Enke, who has coached Augsburg’s softball team for 21 seasons and taught in the Health and Physical Education Department for 19 years. “I always say that I’m going to ‘school.’ I never say that I’m going to ‘work.’ “I’ve looked at this as fun. I get paid to come in here and do this—interact with students and interact with studentathletes.” Enke left her coaching position at the end of the 2006 season, while continuing to work in the HPE department. In 21 seasons at Augsburg, Enke has compiled 302 career victories, while coaching six players who have earned National Fastpitch Coaches Association Division III All-American honors and 28 players who have earned all-region honors (entering the 2006 season). Along the way, Enke has touched the lives of hundreds of softball players, along with hundreds of HPE majors who are continuing her legacy in classrooms all over the region. In 2001, the senior class selected her as one of three Honored Faculty. “I’ve enjoyed watching the students grow,” Enke said. “I have them in a 200level class in their first or second years, and I ask myself, ‘Are they really going to make it in the teaching profession?’ Then when they are in the 300-level classes their junior and senior years, you see that these kids have made a lot of progress and they’ll be OK.” Enke was a standout athlete in multiple sports in her hometown of Janesville, Wis.—she was inducted into her hometown’s Athletic Hall of Fame in 1995—and played collegiate softball at the University of Minnesota. She coached for three seasons, two as head coach, at Minneapolis Roosevelt High School before coaching her first season at Augsburg in 1986. Enke initially worked part time at Augsburg, while completing her master’s degree at Minnesota. And in her early Summer 2006 Softball coach Carol Enke, flanked by players (left to right) Sarah Mueller ’09, Sarah Green ’09, and Katie Johnson ’08, cheers on the team in her last game as coach after 21 seasons. Enke will continue teaching in the health and physical education department. years, she felt that Division III Augsburg would be just a step in her career to bigger goals. “Way back when, I thought that someday I’d move up to coach Division II or Division I softball. Then, it happened that I started to teach more courses in the [HPE] major and I really enjoyed that along with coaching. After that, I never thought about moving up to Division II or Division I.” Do I remember very many games? Heck, no. Do I remember the fun we had? Absolutely. —Carol Enke, softball coach Enke has developed a close-knit, family atmosphere with her softball teams, encouraging the players’ families to be active in the program during the short spring season. In the past, she has taken the players on off-season adventures and team-building activities, such as crosscountry skiing, winter camping, snow tubing, and rock climbing. She has also encouraged her studentathletes to be active in multiple activities on campus. Several of her players compete in multiple sports at Augsburg, while also serving as members of clubs and organizations on campus. “With the softball teams, our athletes aren’t one-dimensional,” Enke said. “We’ve got them going in all directions, more than ever before. That’s just how well-rounded they are, and we encourage that. We tell them that they have four years here, and they should ‘bite off as much as they can chew.’ If you want to play two or three sports, do it. If you want to be active in campus activities, do it. Take advantage of what you’re getting for your tuition.” There have been many changes in college softball during the 21 years of Enke’s tenure, including in bat technology. “When I started here, a bat was $29.95. Now bats can cost over $200,” she said. But what hasn’t changed with Enke’s Auggie teams is the fun atmosphere she encourages, along with the life skills she teaches, both in the classroom and on the softball diamond. “It keeps me young,” she said. “Just the relationships with the students and student-athletes, getting involved in their lives. Letting them know that you are someone they can come to. I really like that, and I like to watch them grow in all areas of their lives—not just as student, not just as an athlete, but as the person as a whole. “I’ve loved the people, the teammates and the coaches, all the relationships we’ve had. Do I remember very many games? Heck, no. Do I remember the fun we had? Absolutely.” ■ 7 COMMENCEMENT 2006 The 137TH YEAR of Augsburg College PAUL CUMINGS RECEIVES MARINA CHRISTENSEN JUSTICE AWARD Faculty and students grab one more farewell in Augsburg’s longtime tradition of faculty cheering on their students as they process to the ceremony. Libby Henslin, admissions and operations coordinator for Augsburg’s Rochester program, graduated with a major in religion and shared the day’s excitement with her daughter, Rebecca, who earned a degree in social work. Paul Cumings, an international relations major and student body president, was selected as the 2006 recipient of the Marina Christensen Justice Award. Each year, this honor is presented to the graduating senior who best exemplifies Augsburg’s motto, “Education for Service.” Cumings came to Augsburg from AmeriCorps, serving at the Brian Coyle Center on the West Bank in Minneapolis. He worked two years in the college readiness program, helping junior high and high school students first consider going to college and then helping them prepare the skills to gain acceptance. On campus he served in numerous service and leadership roles—as resident adviser, as director of food and clothing drives, as a co-sponsor of the “get out the vote” efforts, and as a leader in neighborhood Somali programs. As a Sabo Scholar, Cumings helped Augsburg make connections between public policy and service, laying groundwork for future Sabo Scholars. The award recipient must have demonstrated a dedication to community involvement as characterized by the personal and professional life of Marina Christensen Justice, who reached out to disadvantaged people and communities. President William Frame congratulates student body president and Sabo Scholar Paul Cumings, who was awarded the 2006 Marina Christensen Justice Award. 8 Summer 2006 EXCERPTS FROM THE COMMENCEMENT ADDRESS “An Augsburg Education: Vocation and the Social Good” —Peter Agre ’70, M.D. I would like to use this occasion to reflect on my life and share some of the lessons I have learned. While an Augsburg student I became a die-hard advocate for the liberal arts tradition … Proud chemistry professor Arlin Gyberg (left) straightens the hood of his former student, Dr. Peter Agre ’70, who was the Commencement speaker and received an honorary Doctor of Humane Letters degree. The accolade was read by Dr. Paul Mueller ’84, a student of Agre’s at the Johns Hopkins School of Medicine. The Honorable Walter F. Mondale reads the accolade for the honorary Doctor of Humane Letters degree awarded to James A. Johnson, former executive assistant to Mondale and CEO of Fannie Mae. Lisa Prytula ’04, ’06 MAN, who completed a bachelor’s degree in nursing and finished a master’s degree, spoke on behalf of the graduate students. I was a student here in the 1960s—an era notable for extreme turmoil in our country. During my years in high school and as an undergraduate, I lived through the assassinations of John F. Kennedy, Malcolm X, Martin Luther King Jr., and Robert Kennedy. My years here coincided with unprecedented social disturbances resulting from conflicts between white supremacists and civil rights workers, between supporters of the war in Vietnam and antiwar protesters. Despite the consternation experienced elsewhere, those of us at Augsburg enjoyed an island of tranquility where issues and events such as these could be discussed with respect and civility. Augsburg College has never been a school for privileged members of the establishment. Augsburg recognized the importance of inclusion at a very early time and has long been a leader in providing educational opportunities for the Native Americans and other ethnic minorities. Augsburg’s commitment to students with physical disabilities had just begun in the 1960s. Similar to previous generations of Augsburg students, many of my classmates were from the working class, often the first members of their families to attend college. … But this is not the tradition prevailing at the so-called “prestige” colleges and universities in the United States where it is rare to have first generation students or students with parents holding blue-collar jobs. Clearly the working class of America is being excluded from many institutions of higher education. This makes me even prouder of the modest roots of Augsburg students, for as the late Kirby Puckett reflected, “It doesn’t matter where you come from. It only matters how you play the game.” And I always felt that my classmates at Augsburg learned to play the game extremely well. This was due in part to the splendid Augsburg faculty—perhaps most outspoken among them was my father, Courtland Agre, whose unbridled enthusiasm and exuberant encouragement directed many of us into professional and graduate schools. … While my generation, the “Baby Boomers,” has achieved unprecedented prosperity, I sincerely feel that we have failed to improve the world to a state better than it was when we received it from our parents. In fact, I fear that the world is in worse shape now. If this continues, we will be the first generation in memory to fail in such an important endeavor. We all know what the problems are: damage to the environment, continued war, prevalence of famine and untreated disease in the developing world, violent crime and poverty in our inner cities, the epidemic of drug abuse, failure to provide adequate health care to all Americans, and the staggering $9 trillion national debt which will fall on your generation. Education has never been more important than in the current time of growing antiintellectualism in America. It is really shocking when you think that less than half of all Americans read a single book last year. As Mark Twain informed us, “The man who doesn’t read good books has no advantage over the man who can’t read them.” I fear the emphasis in our country has now become one of fixing the blame rather than fixing the problem. The polarized special interests have caused gridlock in our national government where the two major parties can seemingly agree on nothing. Let me suggest that the hour is late and we must stop the face-slapping and join hands and concentrate all of our attention on fixing the problems. It is often said that “the genius of this immigrant nation is that we have always found our center,” and I believe that we need to do so urgently. … Thank you and congratulations. The full Commencement Address is at <www.augsburg.edu/president/commencement06.html>. Summer 2006 9 COMMENCEMENT 2006 BACCALAUREATE HOMILY (EXCERPTS) WILLIAM V. FRAME, PRESIDENT Physician assistant graduate Tara Rick is the center of attention as she receives her master's hood from PA director Dawn Ludwig. “Separating Together” [I]n John’s Gospel and the Book of Acts, Jesus is preparing the disciples for their new assignment—dispersal, one by one, each on his own, into the world for the sake of the great commission. He suggests that they can sustain themselves in the midst of their independence only if they remember before leaving that they were transformed from a motley crew of fishermen, tax collectors, and other workaday professionals into a “community.” But this recollection will strengthen them for the independent journeys just ahead only if they repair the terrible rip in the fabric of their collegium caused by Judas’ betrayal. Hence, before the reprise of community can be undertaken, Judas’ empty position must be filled. And it is, by one Mattias, who is called up from the apostolic bench (which appears to have been deeper than that of the Timberwolves) by a drawing of lots. … You and I are separating—together—and the good news is that we’re separating from a place that gave each of us something to be separated from. … [from] a community of learning, in which ideas of the transforming kind, experiences (sometimes of the embarrassing kind—some, entailing success, and some, failure and frustration), gave us new life and, therefore, identity. … Like us, in the hands of the College, the disciples had been molded into something new by their particular course of study, faculty, and classmates. Their capstone course culminated in the resurrection. Yours came to a more conventional conclusion a week ago. But neither we now, nor the disciples then, are yet prepared for separation. Until we recognize that we were transformed by our time together; until we confess that each of us is now becoming someone—not the realization of some persona prescribed at or even before birth—but a self created by a million incidents of concourse, a thousand recollections of experience, a hundred moments of revelation. Until we begin becoming ourselves, we shall lack the independence of the world that vocation requires. To stand in the midst of the life each of us is about to undertake—either of a job search, employment, or retirement—and to render service to our neighbor, we must know who we are and how we got that way. That knowledge is of identity; it constitutes the protective suit, even though not fully woven, that allows us to live in and serve the world without being wholly fused with it. … But what we have learned here—about ourselves, the world, and God; what the disciples learned about themselves—remains beyond our grasp and theirs without the great final examination known as saying goodbye! Until we address our separation—seriously; until we face the fact that we are leaving people who have meant the world to us—teachers, friends, 10 Sunny Olise receives his master’s hood from director Robert Kramarczuk in Augsburg’s first MBA class. parents (that you now realize you didn’t leave four years ago but are now, finally going to leave—today!)—we are not tempered for the new immersion in the world. Until we know who and what we have become, we cannot maintain our independence in the world when we are out there in it, on our own. Goodbyes force us each to meet ourselves face to face, as Achilles did in The Iliad. That means that we have put our affairs in order—so that they may be abandoned; we have to repair the rents in the fabric we knit in the College cocoon in order that we might be released from it—a beautiful butterfly capable of flying into the maelstrom of life without danger to bring a glimpse of beauty to a dour and broken world. … And so—let us, to each other, both now and this afternoon, say, “Goodbye!” And in so doing, we shall each bear the College with us, out into the world—a shield and a buckler of the vocational life that fulfills the requirements of the great commission in the kingdom on the left. That last great goodbye gives us the capacity and even the need for reunion. If done right, it allows us to soon again say—here, at the intersection of Riverside and 22nd—“Hello! It’s good to see you. I’ve missed you!” To read the full Baccalaureate Homily, go to <www.augsburg.edu/president/baccalaureate06.html>. Summer 2006 THE AUGSBURG COLLEGE CLASS OF 2006 3,420 Attended the ceremony 3,600 Cookies and petit fours served at the reception 752 Class of 2006—346 traditional day students, 162 weekend students, 39 students in the Rochester program, 13 from United Hospital, 1 from 3M; and 191 graduate students in six programs 580 Graduates marching 490 Enjoyed Commencement Brunch 350 Attended Commencement Dinner 125 Faculty marching in the procession 58 Age of the oldest graduate 20 Age of the youngest graduates 14 Flags representing countries of international graduates 2 Honorary degrees conferred 1 Retiring presidential couple—many thanks to Bill and Anne! countless Smiles and tears of happiness, gratitude, and appreciation Audra Johnson, a studio art graduate, has a jubilant smile on graduation day. The sociology department faculty take a moment to get photos of their graduates. Summer 2006 11 SIXTH ANNUAL International Programs Photo Contest 1 2 3 7 1 INTERNATIONAL STUDENTS AT AUGSBURG, second place. “Melting Pot.” Kamilla T. Fossem, Norway. 2 PEOPLE PORTRAITS, first place. “Yo confío.” Kathryn Jones ’08. San Salvador, El Salvador. 3 PEOPLE PORTRAITS, third place. “Begging Musicians.” Richard Garnett ’08. Cuernavaca, Mexico. 4 5 LOCAL PEOPLE, second place. “Video Games vs. the Acropolis.” Katharine Mahon ’06. Athens, Greece. LOCAL PEOPLE, third place. “A Journey through an African Desert.” Therese DeMay ’06. Swakopmund, Namibia. 12 8 6 INTERNATIONAL STUDENTS AT AUGSBURG, first place. “The Old and the New Minneapolis.” Martin Garnes, Norway. 7 CITYSCAPES, third place. “Untitled.” Britta Boyum ’06. Lofoten Islands, Norway. 9 8 LOCAL PEOPLE, first place. “Bearing the Load.” Kelsey Nolan ’06. Sontule, Nicaragua. 9 PEOPLE PORTRAITS, second place. “Familia.” Megan L. Schiller ’06. Nicaragua. 10 CITYSCAPES, second place. “Cusco by Night.” Joelle Bickel ’07. Cusco, Peru. 11 INTERNATIONAL STUDENTS AT AUGSBURG, third place. “A Frozen Falls.” Martin Garnes, Norway. 12 CITYSCAPES, first place. “Fishing Industry.” Britta Boyum ’06. Harstad, Norway. 13 BEST OF SHOW. “Waca Wasi Wardrobe.” Joelle Bickel ’07. Waca Wasi, Peru. Summer 2006 4 5 6 10 11 12 Summer 2006 13 13 Supporting Augsburg Gift of $4 million gives green light to Gateway by Betsey Norgard A $4 million naming gift from Donald ’53 and Beverly (Halling) Oren ’55 has provided the funding needed for Augsburg to proceed with the $18.5 million Gateway Building. On May 5 the Augsburg Board of Regents granted approval for the College to pursue the financing needed to begin construction this summer. A ceremonial groundbreaking is scheduled for Sept. 8, with building completion in fall 2007. Donald Oren ’53, an Augsburg regent emeritus, is chairman of the board of Dart Transit Company, founded by his father in 1934. The trucking and logistics company ranks 53rd of the Top 100 Carriers nationwide. Beverly (Halling) Oren ’55 has taught school and worked as vice president of human resources at Dart Transit. She remains a principal and adviser to the company, and currently serves on Augsburg’s Board of Regents. Three of their children are involved with Dart Transit—David, president; Daniel, vice president; and Bradley, general manager. Daughter Angela Anderson is mother to one-year-old Samuel. “We are pleased and honored to participate in Augsburg’s growth by being part of the Gateway project,” says Beverly Oren. “The business school is of special interest as it offers an opportunity for students to experience the entrepreneurial Donald ’53 and Beverly (Halling) Oren ’55 spirit. Also, Augsburg’s commitment to promoting vocation provides a very worthy goal.” The Gateway Building will be Augsburg’s link to its surrounding community and city, and a distinctive “front door” on Riverside Ave. It will easily connect the College with the CedarRiverside area, the University of Minnesota’s West Bank, and the FairviewUniversity Medical Center across the street. The building is a four-story combined administrative, commercial, and residential center. It will provide new homes for the Alumni Conference Center, the StepUP Program, the Master of Business Administration program, the Gage Family Art Gallery, and offices for Institutional Advancement. Community residents and organizations will be encouraged to use meeting space in the new Gateway. On the first floor, retail stores such as Barnes and Noble will serve not only the campus community, but staff and patients of the hospital across the street and the West Bank and Cedar-Riverside communities as well. The top three floors will provide student housing—upperclass students on the second floor and StepUP students on floors three and four. From Riverside Ave., a central Gateway plaza welcomes visitors to campus. Circling the plaza are Hoversten Chapel, Lindell Library, and the Gateway Building, representing the College's commitments to faith, reason, and service. For Augsburg’s StepUP program, which provides students in addiction recovery the support and skills they need to succeed in college, the Gateway Building will centralize their office, counseling, and residential space. It’s about “having a home where we’re all together,” says StepUP director Patrice Salmeri, and will give students who complete the program the “ability to stay longer and mentor younger students.” In eight years, StepUP has grown to over 50 students, and they have maintained an 83% abstinence rate while in the program and a grade point average of 3.0. Augsburg is a national leader in the recovery school movement; Salmeri currently serves as president of the national organization. The Augsburg MBA program, which after only two years is now the state’s third largest, will gain much needed and more suitable classroom, technology, and study space in Gateway for its small-class learning. Save the date! GATEWAY BUILDING CEREMONIAL GROUNDBREAKING Friday, September 8 Noon 14 Summer 2006 Gateway’s ground floor will welcome alumni and visitors, and provide a gathering space to meet over coffee and enjoy exhibits in the Gage Family Art Gallery, which will move from Lindell Library to a more accessible location in the new building. “[T]he connection to the wider community will be greater than ever before,” says Kerry Morgan, coordinator of galleries and exhibits. “The easy access from Riverside will be welcoming to off-campus visitors; and Augsburg students, staff, and faculty will continue to find inspiring and thought-provoking art where they work, live, and study.” Planning for the Gateway Building has been carried out in conjunction with the Riverside Corridor Project development, funded partially with an early campaign gift from James A. Johnson, former banking administrator and public servant. The project brings together West Bank partners—the Cedar-Riverside Business Association, the West Bank Community Development Corporation, the University of Minnesota, Augsburg, Fairview-University Medical Center, and others—to envision a thriving urban village that links to the light rail system. The City of Minneapolis has begun to develop a small area plan for the entire Cedar-Riverside neighborhood. “One issue the plan will consider is how to make Riverside more comfortable for pedestrians and bicyclists,” says Beth Elliott, principal city planner. “More retail stores and outdoor seating opportunities will also help in adding vibrancy to that section of the corridor.” She says the Gateway Building can be “an example that others can follow if they are thinking about redevelopment.” Honoring a graduate by honoring the College A s a nontraditional student past the usual graduation age, Matt Van Zant seemed just a bit too old for the traditional card with a money pocket. So Frank McKinney, a close family friend, Matt Van Zant ’06 called Augsburg and asked how he could make a gift to the College instead, in honor of Van Zant. Van Zant came to know McKinney, a corporate lawyer, in Ohio where Van Zant grew up. “He encouraged me and stressed the importance of ethics,” Summer 2006 Van Zant says. “[He] is a believer in education and encouraged me to remain in school and do well.” McKinney said he was proud of Van Zant, that after many years he would return to school for his degree. Van Zant works as an operations analyst in the healthcare field. He enrolled in Weekend College in fall 2001 to begin a major in management information systems (MIS). One of the common themes he found in his classes fits right in with what he remembers learning from McKinney. “People who work with data, who manage sensitive and confidential information,” says Van Zant, “are and should be held to higher standards of performance and integrity.” Juggling full-time employment with full-time study was difficult, and Van Zant says he tried to take it just one term at a time. “It helped to work on coursework almost every day and try to remain current with the material.” His strategy worked, so much so that he will begin an MBA degree in the fall, looking forward to “the opportunity to develop strategic decision-making skills.” McKinney says he enjoyed making the gift to Augsburg in Van Zant’s name and that Van Zant also enjoyed it. To McKinney, “it just seemed the appropriate thing to do.” He says now he’ll just wait for Van Zant’s master’s degree. 15 Construction begins on Melby Hall addition by Betsey Norgard n a chilly, cloudy May 5, a crowd gathered on the south side of Melby O Hall to ceremonially mark the groundbreaking for the $6.1 million new south wing, named the Kennedy Sports and Recreation Complex. Augsburg regent and emcee Mike Freeman, in describing the expansion, called it “lots of much-needed space to show our Auggie pride.” He drew attention to the efforts that had made the project possible, especially noting that every coach had put together a plan to reach former students and athletes. He read a statement from lead naming donors Dean ’75 and Terry Kennedy, who Kennedys. “Your gift is exciting, and we so appreciate it.” The Kennedy Sports and Recreation Complex includes the Alan and Gloria Rice Wrestling Center and the James and Katherine Haglund Fitness and Recreation Center, as well as other named spaces: the Lavonne (Johnson) Peterson ’50 Conference Suite; Lute Olson ’56 Hall of Champions; “Doc” Johnson ’52 A-Club Office; and the Gamma House Hospitality/Classroom. Work has already begun on the new south wing; construction is expected to be completed in spring 2007, with the official opening in fall 2007. weren’t able to be in attendance, saying that their “family is proud and excited to be part of this [project].” Kennedy was an All-American wrestler and, as co-captain of the team, led Augsburg to a runner-up spot at the NAIA national finals, marking the beginning of Augsburg’s longtime dominance in small-college wrestling. President William Frame drew attention to Augsburg student-athletes and the leadership they bring to the life of the campus. Football linebacker Michael Matson ’06, speaking on behalf of studentathletes, directed his remarks to lead donors Alan Rice, Jim Haglund, and the Front row (L to R): Major gifts director Donna McLean; regent and lead donor Jim Haglund; Board of Regents chair Jean Taylor '85; assistant dean and head wrestling coach Jeff Swenson ’79; lead donor Alan Rice; regent Mike Freeman; and President William Frame. Melby groundbreaking—twice! When Rev. Clifford M. Johnson, ’34 (’30 Acad, ’39 Sem) received his invitation to attend the May 5 ceremonial groundbreaking for the expansion of Melby Hall, he remembered that he still 16 had a 46-year-old photo from the day he held a shovel to break ground for the new Melby Hall. Johnson, age 95, has been part of the Augsburg community since 1926 when he entered the Augsburg Academy. He has been a fundraising leader, a regent and board chair, and a director of development over the years. In 1993 he was honored as a Distinguished Alumnus. He recalls the excitement in 1960 of constructing the first athletic facility for Augsburg. Until then, he says, the basketball team played on the court in the basement of Old Main. He also remembers that the invocation that day was given by Lutheran Free Church president Rev. T. O. Burntvedt ’12. Johnson was thrilled to be part of this new excitement this year and to see that earlier photo at the ceremony, enlarged to poster size and sitting on an easel. Just announced … $1 million gift has been received A from Norman and Vangie Hagfors for the renovation of the chapel in Old Main and the creation of a home for Augsburg’s Center for Faith and Learning. Read more in the next issue. Summer 2006 The FRAME years a journey toward vision BY BETSEY NORGARD W William Frame, the 10th president of Augsburg, is not typical of his nine predecessors. He is not a Midwesterner, nor is he of Norwegian background or an ordained Lutheran minister. From his nine-year tenure, he leaves a long litany of new programs, partnerships, and much-needed capital improvements. But, much more significant is that he leaves an Augsburg that has renewed its self-identity, and that has crafted and refined a vision representing the deepest thinking any college could undertake about its own mission or “institutional vocation.” In the foreword to Augsburg’s revised vision document, The Augsburg Vocation: Access and Excellence, Frame describes this vision not as his, but as “drawn from the soul of the College.” It is an idea—vocation—that “has been calling Augsburg to its work since the founding.” Frame points to his time at Augsburg as the continuation of a vocational journey that began as a young instructor at Kenyon College, that immersed him in the urban life of corporate banking and finance, and then took him back into academia. All along, the work he did served to shape, nurture, and refine a strong, personal sense of vocation. At Pacific Lutheran University, he came to understand Martin Luther’s two-dimensional world of faith and reason, one in which students explored vocation as both learning through faith to understand themselves and learning through reason to prepare for careers and service in the world. Top, left: President Frame (right) and ELCA presiding bishop Mark Hanson ’68 (left) find a moment for conversation at Commencement. Staff photo Middle, left: Bill and Anne Frame enjoy talking with passersby at Augsburg’s State Fair booth. Staff photo Bottom, left: President Frame occasionally joins the Augsburg Jazz Ensemble with his guitar. Summer 2006 17 At Augsburg Frame discovered the theology of Luther’s close colleague, Philip Melancthon, who authored the Augsburg Confession and advocated the participation of Christians in civic affairs. This German theological duo became the basis for Frame’s model of education and the hallmarks of Augsburg’s vision: vocation, service, civility, diversity, and community. Remarkably, in retrospect, the agenda for the Frame years seemed set even before he became president. In summer 1997, shortly before taking office, he was interviewed for Augsburg Now, and was asked to identify the three most important agenda items for Augsburg College as it prepared for the 21st century. Nine years later, his responses at that time seemed predestined: 1. finding “communal clarity about our purpose”—who we are and what we do; 2. determining “how we adapt what we’re up to, to what properly serves the world” … i.e., what we must do to carry out our mission; 3. figuring out “how we do all that” … finding “a form of life on campus that allows us to do all this thinking in a fully civil, candid, ingenious, participative way.” Clarifying the vision In the first two years of Frame’s presidency the entire campus engaged itself in a highly collaborative process, which included commissions charged with producing working papers around issues that would form the groundwork for a vision document. English professor Joan Griffin, describes that period: “When Bill Frame became president of Augsburg, the College suddenly became Lutheran. I’m exaggerating, of course, but despite the required religion courses and daily chapel, our Lutheran identity was something that we took for granted: we did not always connect it with how we go about doing our work. 18 “But then Bill arrived, and even the least theologically sophisticated among us became familiar with the kingdom on the right and the kingdom on the left, freedom, paradox, and of course, most of all, vocation. Bill changed the Augsburg lexicon.” Griffin and physics professor Mark Engebretson were charged with shaping the 250 pages of discussion into the College’s first vision document, Augsburg 2004: Extending the Vision, approved by the Board of Regents in 1999. Five years later, as 2004 approached, Frame again called the campus community into discussion about updates to the vision. Again, Griffin and Engebretson compiled a revised vision document, The Augsburg Vocation: Access and Excellence, that succeeds in bringing vision and practice closer together. Tracy Elftmann ’81, vice president for institutional advancement and former regent, commented, “The leadership Bill brought to our visioning work is nothing short of extraordinary. The clarity of purpose in Augsburg’s vision provides balance, meaning, and motivation to our daily work. We know who we are and what we are here to do. “Let’s be clear,” she continued, “this is not Bill’s vision for Augsburg—it’s our vision. We wrote it, we work it, we live it. The collaborative effort to bring this work to full fruition was laborious but well worth the effort.” Tom Morgan, vice president for planning and market development, added additional context. “Through Bill’s leadership we have rediscovered who we are and clarified where we need to go. More than simply words on a page, we have been inspired to rededicate ourselves to a course that was charted at the time of the College’s founding.” Carrying out the vision The most significant result of the revisioning process was the launching of a new general education curriculum to imprint the core values of the vision. Griffin led a faculty team that crafted a new Core Curriculum. Combined with the depth of study in a major, this would prepare students for careers and service in the world. Ideas of vocation, citizenship, and engagement are reflected in the signature elements of the Core Curriculum— Search for Meaning courses to explore vocation; the first-year program that Summer 2006 Staff photo The LEGACY of WILLIAM FRAME’S YEARS at AUGSBURG (1997-2006) New programs • New general education—Core Curriculum • Scholastic/Corporate Connections • New master’s degrees—education, nursing, physician assistant, and business administration • Youth and family ministry major • Finalizing and naming first endowed chair—Christensen Chair in Religion • Growth of StepUP program • Degree programs in Rochester Community partnerships/collaborations: • Nursing degree programs at United Hospital and Rochester • Augsburg-Capella innovative“brick-click” courses • Faith in the City—plus the spin-off Augsburg Academy for Health Careers • Clinical Lab Science program with Fairview Capital buildings/improvements: • New Hall—apartment-style residence hall • Groundbreaking for Melby Hall expansion includes learning about and connecting with the city; experience gained through internships, research, community service, and global study; and a keystone summative seminar. Combined with a liberal arts foundation and skills development, students prepare to become effective, informed, and ethical citizens. Important to Augsburg’s vision are a number of new programs that provide access to education for students who lack it for various reasons: Scholastic Connections, a scholarship program that matches students of color with alumni of color in mentoring relationships; StepUP, a nationally-recognized program that provides support to students in addiction recovery to help them succeed academically; and graduate programs to help students understand the world through a lens of vocation. Augsburg’s vision has taken the College into many new and innovative partnerships. A program in Rochester now serves 300 students, mostly from Mayo Clinic and IBM, who wish to complete baccalaureate and some graduate degrees. An unusual partnership with Capella University involves Augsburg faculty developing and teaching online courses. One of Frame’s key leadership roles was helping to found Faith in the City, a collaboration of seven urban Lutheran institutions in Minneapolis that together seek to improve the quality of life in the community. Included is the year-old Augsburg Academy for Health • Link between Library and Sverdrup/Memorial— Sverdrup renovation, new atrium • Christensen Center renovation—welcome and gathering area, coffee shop, gallery space • Purchase and renovation of Augsburg House • New signage on Mortensen Hall and on I-94 • Upgrading of residence halls • Replacement of Edor Nelson Field turf • Overall beautification of grounds • Sale of Ice Arena to gain lease-back arrangement and capital • Added two new parking lots and upgraded security • Purchased additional perimeter properties around campus Administrative • Creation of Enrollment Center as one-stop shop • Creation/consolidation of Center for Service, Work, and Learning • Creation of Undergraduate Research and Graduate Opportunity (URGO) from McNair program Awards/Recognition • 2006—Augsburg Medal Left: President Frame poses for a moment with the directors of the ethnic programs at the annual Scholastic Connections dinner in October 2005. (L to R) Bao Thao, Cindy Peterson, Frame, Emiliano Chagil, and Trena Bolden Fields. • 2006—award from Lutheran Educational Council of North America Top: First-year students hear from the president on City Service Projects day during their Augsburg Seminar. • 2004-05 chair of Minnesota Private College Council Summer 2006 • Project director for Council of Independent Colleges’ 19 Presidential Vocation and Institutional Mission seminars • 2006—Toby LaBelle award from StepUP to Anne and Bill Frame • 2003-04 president of the ELCA Council of College Presidents Careers, a joint charter school with Fairview Health Services that prepares high school students for careers and vocations in health care. Augsburg, under Frame’s leadership, has gained considerable recognition for its visioning work. Elftmann stated, “College presidents across the country consistently ask Bill how Augsburg was able to capture its essence, its purpose, its wholeness so well. Bill’s contributions have established Augsburg as a national leader in terms of strategic direction and future focus. “ The College was recognized by The Princeton Review and Campus Compact as a “college with a conscience.” It consistently ranks high for service-learning programs and is one of 12 colleges selected for excellence in first-year programs. Frame has served as president of the ELCA Council of College Presidents, as chair of the Minnesota Private College Council (MPCC), and as project director for the Council on Independent Colleges (CIC) seminars reflecting on vocation and institutional mission. He also has received awards from the Lutheran Educational Conference of North America (LECNA) and Augsburg’s StepUP program, who selected Anne and Bill Frame for the 2006 Toby LaBelle Award for support of its ideals. Changing the culture Frame’s third agenda item from his 1997 interview was the creation of a campus culture that would support and model the mission and vision. His first task was confronting what he called “militant modesty,” the difficulty of the College to “toot its own horn.” He immediately put a great deal of attention on both tangible improvements—fixing up and painting residence halls, landscaping, new facilities—and more deep-seated changes, such as making Augsburg salaries more competitive. Griffin says that Frame has been able to get Augsburg to “think big about ourselves”—in both small ways, like the campus improvements, as well as bigger ways, with new programs and initiatives. “I think we’re becoming more willing to 20 embrace our complexity—and also our promise,” she said. The Frame presidency has been one very much shared by both Bill and Anne Frame. Anne has been active in a number of Augsburg programs, contributing her business expertise, hospitality, and much volunteer time. She told faculty and staff that after long consideration of how to describe her role at Augsburg, she had recently been introduced in a way that seemed very comfortable to her—“this is Anne Frame, she’s a member of the Augsburg community and happens to be married to our president.” Hospitality, from the theological sense to a simple friendly welcome, has become a hallmark of the vision—and one in which Anne has played a significant role. Their sharing of Augsburg House as a center for college hospitality has opened new dimensions in how community members relate to each other. In March Bill Frame articulated Augsburg’s vision of hospitality: “[Our college] welcomes the stranger as a gift to a learning community composed of students, many in the guise of faculty and staff colleagues, who cannot proceed in their own quests for vitality and hope without constant contact with a diverse array of learning styles and even learning capacities, each one at least beginning to feel that deep and absorbing hunger to know.” In an interview with Augsburg Echo, Frame recently reflected on what he considers his proudest moment—“having our envisioning work recognized as distinctive by candidates and their sponsors for the 11th presidency of the College.” And, indeed, President-elect Paul Pribbenow told faculty and staff in March, “I would not be here if I did not find your aspirations inspiring and compelling.” Griffin offered an Augsburg community perspective: “I think at least part of the excitement of the approaching Pribbenow era is that Bill brought us to a point where we can imagine how much farther we can go.” Since February, when Pribbenow was chosen by Augsburg regents, an unusual The Frame years in print William Frame has published a collection of writings and speeches from his years as president at Augsburg College. He says it intends to both “provide a record of the principal stops on the faith and reason journey on which I was sent when elected as Augsburg’s 10th president,” and to share his connection with Martin Luther and Philip Melanchthon. The book’s preface was written by the Rev. Mark Hanson ’68, presiding bishop of the Evangelical Lutheran Church in America. Published by Lutheran University Press in Minneapolis, the book is available in bookstores, online, and at <www. lutheranUpress.org>. Proceeds from sales of the book will be donated to Augsburg’s annual fund. collaboration has developed. Frame invited Pribbenow to share the podium with him in March at the College’s all-faculty and all-staff meeting. Mark Hanson ’68, presiding bishop of the Evangelical Lutheran Church in America (ELCA), summarizes the impact of the Frame years, “… Bill draws upon the great themes of the Lutheran Reformation and weaves them into the mission of a Lutheran urban college in the 21st century. When Bill Frame speaks, I want to ask him to stop after each sentence so that we can ponder the depth of his wisdom.” In every way, the Frame presidency has been one of introspection and distinction, even to his legendary eloquence and penchant to speak long. Quipped student body president Paul Cumings, “He will be missed. Even his dry humor and lengthy lectures.” ■ Summer 2006 At Augsburg House—since 1998 Frequency of events: about twice a week Events held: 430 In 1998, the Augsburg Board of Regents authorized the purchase of a house for the home of the president and a gathering place for campus events. In January 2006 Anne Frame talked to the Board of Regents about hospitality at Augsburg House. Following are excerpts of her talk. People who have attended: 8,600 Catering by Augsburg-Sodexho staff (as of January 2006) Staff photo HOSPITALITY and the House BY ANNE FRAME I I’ve been asked to think about some of the ways my work with Augsburg is applied to implementing the idea of hospitality. The Augsburg Vocation, our vision document, talks about community and intentional diversity– language that conceived of this College as a welcoming place, where persons are accepted, perhaps because of their differences, and where a community is developed that contributes to the learning for all of us. Much of my work takes place away from this Riverside campus. From the beginning, Bill and I—ironically, as the newcomers—took as our job helping the various constituents of the campus feel at home here. We have visited alumni and friends of the College in many locations to let them know what is going on now at Augsburg, and specifically to emphasize that they are welcome here. That they, as a part of Augsburg’s history, therefore have a place in its present. And, as we have learned much from their stories and memories, we hope they have strengthened or rekindled their bonds to this place. We have been privileged both to live at Augsburg House and to use it frequently for College events. A plaque in the entry hall—carved by a Norwegian in Iowa—states our purpose: In this place we extend to our guests the friendship and hospitality of the Augsburg Community in loving memory of Adeline Marie Rasmussen Johnson ’31 and through the Summer 2006 generosity of James and Kathleen Haglund and Milton and Dorothy Kleven. So we are acting for the community and have practiced that hospitality to student groups, to faculty and staff, to the regents, the parents and alumni and friends of the College, to neighborhood and community groups who may not know Augsburg well. We have done this in as many different forms as we can think of: with receptions, breakfasts, lunches, dinners, conversations. We bring these groups together for food and fellowship, for study and discussions. We feel that getting to know each other better, spending time together, and talking about the College together helps us to be a stronger community. Frequent remarks I hear as people learn how many groups and events are at Augsburg House each year come in one of two forms, the first being, “You must get really tired of having so many people at your house.” (The answer is a very clear “no.”) The other comment is, “You must really be a party person!” I don't think that’s quite the case, either. But these two questions have caused me to try to express what it is that I do like about using Augsburg House in this way. What do I get out of it? The answer is … getting to know the wide and diverse constituency that is Augsburg—learning histories and connections, hearing staff and faculty speak across their areas of expertise, and listening and discussing ideas with each other. Bill and Anne Frame welcome the community to Augsburg House. What a rare privilege this is. It has given me an appreciation of this place that is deeper than I could have discovered elsewhere. It has widened my horizons, expanded my understandings, and has made this College house truly “home” to me. What we do at the house is intentional, and I believe it’s consistent with trying to build our community, as stated in The Augsburg Vocation, “the development of a sense of connectedness that leads to lasting relationships.” The author of the Book of Hebrews exhorts his readers: “Do not neglect to show hospitality to strangers, for by doing that some have entertained angels without knowing it.” And I’m convinced there are at least a few angels hanging around Augsburg. 21 Augsburg’s original MBAs The Class of 2006 BY BETHANY BIERMAN 22 Summer 2006 The AUGSBURG MBA Nathan Appel joined the army right out of high school in Colorado and spent several years in the service. He eventually came to Minnesota to attend the university but “became tired of rollerblading from Timbuktu to a class where another student taught us.” So he transferred to another college, taking evening classes to finish his undergraduate degree in management. His campus? A hotel conference room in the suburbs. His cohort? Number 327. Later, with his career at Wells Fargo Home Mortgage well underway, Appel decided to return to school for his Master of Business Administration degree. He was about to choose another program when he received an MBA postcard from Augsburg. He came to an information session and was sold. His new campus? A small, fully functioning campus in the heart of Minneapolis. His cohort? Number 1. “It’s kind of cool … We are the original,” Appel says. A JUMP-START LAUNCH This May, Augsburg graduated the first four sections, or cohorts, of its new Master of Business Administration program—a total of 84 students. The 20-month program evolved from eight years of discussion, research, and planning by members of the business department, with Professor David Schwain serving as the chief designer. “In the feasibility study, our researcher found that our business program ranked third best business program in the state by those students taking the GMAT,” says John Cerrito, chair of the Department of Business Administration. “Of course, we did not have a grad program at that time, which the two programs that ranked higher did, so we felt we’d have good acceptance in the market. When we introduced the MBA, we met with instant success.” In fact, recruiting one group to start the program doubled into two, as 44 students responded by the time the MBA began in fall 2004. The initial goal of four cohorts by the end of three years was met within four months of launching the program. It was these students who became Augsburg’s first MBAs in May. THE CAPTAIN Since its launch 20 months ago, under the direction of Robert Kramarczuk, the MBA program has grown to over 300 students. Kramarczuk’s international career had included teaching at the International Institute for Management Development (IMD) in Switzerland, running several successful businesses, and starting up six other graduate educational programs. He was already enjoying retirement, but the Augsburg call was too good to pass up. He was attracted to Augsburg’s commitment to service-learning, Top: MBA director Robert Kramarczuk places a hood on Kristen Schell, one of 84 in the first class of MBA graduates. Bottom: Sarah Anton offers a comment to her classmates in Cohort 3. Summer 2006 23 “In the real world, you don’t function on your own. You rely upon other people.” —CHRISTINE WAGGONER ’97, ’06 MBA which became an integral component in the MBA. “The program reflects very well Augsburg’s mission—service to others,” Kramarczuk says. “It’s a hallmark of our program.” One group of MBA students spends time in the Somali community. All are involved in field projects where, as a team, students work with an organization for 10 to 11 months. Kramarczuk says that these sorts of experiences put Augsburg’s MBA students “ten levels above” those in other programs. “The other key factor is that we consider really good leaders to differ from others by being able to think critically … That’s woven into the entire program.” Even with six other successful program starts, Kramarczuk considers Augsburg’s unique. “We look at it from a different perspective. We look at it as your life’s purpose or vocation, with the MBA being a critical leg in this life’s journey… We tell our students, ‘After you get this MBA, you’ll say this is probably one of the most important decisions you’ve made in your life.’” Jamie Schiller, MBA coordinator, and graduate As a requirement for Christine Waggoner pause from the action of an MBA admission to the program, each softball game. applicant must personally interview with Kramarczuk. “It’s humbling to hear them share and discuss THE CURRICULUM their goals and aspirations and how the The intense curriculum includes finance MBA fits into this process. … I consider and economics, local and global issues, myself almost like a peer. I love my organizational management, and students, and I think they kind of like leadership ethics. Through application me.” and research, students learn to Like him they do, and at a recent implement ideas and communicate vital event they presented Kramarczuk with an statistical, financial, and other critical award. Accolades include these words business-related data in an evolving work from Babette Blumenauer of Cohort 4: environment. “He has started this program that will The required field project, which change my life course. … I am not just a serves as the thesis for the MBA, often number or an obscure student here. Dr. responds to real-world requests that Kramarczuk … gives me time, shows he come to the program from business and cares, and he knows my name. And that industry. has meant a lot to me.” “Book learning is very different from Announcing • • • • • • NEW MBA GRADUATE CERTIFICATES Finance Financial planning Human resource management International business Marketing management Music business management Graduate certificates provide applied, practical, graduate-level training to enhance skills and advance careers. In addition, they can later be applied toward a master’s degree. Certificates can be earned in as few as six months with courses meeting one evening per week for seven weeks. Cohorts will form beginning this fall. For information, call 612-330-1390. 24 real-life experience,” says Christine Waggoner of Cohort 2. “It’s that real-life experience that is discussed and studied in this program.” Waggoner earned her bachelor’s degree from Augsburg in 1997. “Given my positive experience as an undergraduate, I cannot tell you how excited I was when I received the postcard announcing that Augsburg was starting an MBA program,” she says. “At Augsburg, the professors know you. They tailor their teaching methods to the students in their class. They share their personal stories … [and] successes and failures they’ve gone through.” “When you finish, you will be at a higher level of leadership and decisionmaking,” Kramarczuk says. Additionally, because of the liberal arts background, an Summer 2006 Augsburg MBA graduate will be more of a “cosmopolitan” thinker. Waggoner confirms this. “I have a new outlook on the way I view myself and my career. I have a lot more confidence in my ability to lead, manage, and make strategic business decisions.” A significant number of students have been offered new jobs and promotions as a result of what they have taken away from the MBA program. LIFE IN THE COHORT The cohort model has been critical to the success of the program. It allows students to build relationships and become almost like family to each other as they travel together through the sequence of courses. “Taking classes as a member of a cohort has really enriched my learning experience,” says Waggoner. “Classes are sequentially ordered so that students build upon learned skills, and those skills are continually reinforced throughout the program. The program is organized so students can focus on learning.” This even includes providing a warm meal before each evening class. “[Students] have an opportunity to sit together,” says Kramarczuk. “They are from different professions, different parts of the Twin Cities. They sit down to really communicate about class work, personal life, professional life.” “In the real world, you don’t function on your own,” Waggoner says. “You rely upon other people.” “You learn a lot from the students, too,” adds Appel. “There are people of diverse backgrounds—professional backgrounds, cultural backgrounds, age groups…” This group atmosphere extends beyond the classroom to social events and celebrations. Appel formed and managed a softball team with players representing multiple cohorts. They ordered Augsburg caps and jerseys and even won a game. “We were beyond awful, but we had a lot of spirit!” Waggoner says. “When Cohorts 3 and 4 came on board, we had a little party at Kramarczuk’s Deli,” reminisces Appel. “Bob [Kramarczuk] wrote a ‘Rudolph the Red-Nosed Reindeer’ song and made them sing it.” The parody was titled “Auggie, the Adult Professional.” These kick-off dinners have become a tradition, with older cohorts welcoming new ones. Other social events have included the students’ families, giving them a chance to meet classmates and professors. Already, a graduation celebration is in the planning, where awards will be handed out and, in line with tradition, Kramarczuk’s musical parodies will probably be sung. THE CAMPUS MBA director Bob Kramarczuk (left) and Auggie Eagle (right) lead Cohorts 3 and 4 in their “initiation” song. The opportunity to study on a “real” campus also attracts students to the program. “Here, you come to school,” Appel says. “There’s people with laptops, people studying, there’s the bookstore… When I meet my cohort outside of class to study, we meet at the library. You feel like you “[My classmates are] people I respect… very smart people. Just like family.” —SUNNY OLISE ’06 MBA MBA graduate Nathan Appel, originator of the MBA softball team, strikes a pose. Summer 2006 Nigerian-born Sunny Olise came to the U.S. to study business and appreciates the small-group atmosphere in Augsburg's MBA program. 25 are in school… Now, actually coming to campus just feels more like I’m at an institution of higher learning and all that goes along with that.” Nigerian-born Sunny Olise began studying in Lindell Library while he was an undergraduate business student at another school because he found it to be a more calming and productive place for him to work. So when he heard the ad for Augsburg’s new MBA program on the radio, he said to himself, “Yeah, it’s a good school.” Olise called Kramarczuk and told him the story of how he woke up one day after working for the Nigerian government for 21 years wanting to “try something new.” The two later met in the coffee center of Christensen Center. At the end of their visit, Kramarczuk said, “Congratulations, Sunny. You’re in!” “I didn’t even know he was interviewing me,” Olise says, laughing. From there, Kramarczuk took Olise to the bookstore to purchase his books. Less than two years later, Olise is one of the Cohort 4 graduates. He describes his group as “people I respect… very smart people. Just like family.” “In addition to the knowledge you get from the MBA program, there’s a lot of prestige attached to it,” says Olise. “I work full time, I have a full-time family, I attended school, and I’m a chess addict… I have no regrets whatsoever. None.” COMING OF AGE Kramarczuk considers the number of students pretty close to the maximum the College can currently support, although he sees a huge potential for growth. In response to a particular need, Augsburg now offers the full MBA program at Thrivent Financial’s corporate center in downtown Minneapolis. Several students have transferred in from nearby programs, and Kramarczuk anticipates an eventual 100 students at the Thrivent location alone. Augsburg also launched its first MBA cohort in Rochester in fall 2005, its second last winter, and will add its third this fall. 26 “Augsburg is a very traditional institution, while the MBA is a very entrepreneurial effort. There’s continual adjustment that’s had to happen on both ends,” Kramarczuk says. “It’s seems to be progressing well.” “We want to continue to develop graduate business programs geared toward executives. We are also developing MBA programs in specific concentration areas such as international business,” says Cerrito. Putting their MBA “It’s kind of scary being the first class of MBAs, but Augsburg’s reputation in the metro and in the region is solid,” Appel says. “The undergraduate business program has a really good reputation. Hopefully we’ll piggyback off of that. … I’m banking on Augsburg’s reputation carrying weight. I think it will.” ■ For more information about the MBA program, go to <www.augsburg.edu/mba>. (L to R): Derek Zielin, Max Boller, David Sandvig, Matthew Barrett, Sarah Anton, Scott Kretzschmar TO WORK Many MBA students seek out the program to help them advance in their current positions. For some students in Cohort 3, however, the program provided the foundation for a new business venture. One particular group of students began talking during breaks, after class, and, of course, over the pre-class dinners. At these dinners, student Sarah Anton says, “We learn about our families, our goals, our plans for the future.” These discussions led to the creation of Minnesota Business Consultants, LLP (MBC), a group of five men and Anton. “Each member brings a different expertise to the group that comes out of our diverse career paths,” she says. MBC specializes in strategic planning and profit maximization for small- to medium-size businesses. “Guiding businesses that might wish to re-evaluate their current financial picture” is the mission, according to Anton. “We see using the contacts we’ve gained from Augsburg to develop a client base and to develop a niche in an industry where small businesses are struggling. We believe small businesses are an important part of our Minnesota culture.” MBC is starting out in rental office space, and each consultant will maintain his or her current job until MBC is able to support them fully. “It’s a natural progression of the excellent talent pool that Kramarczuk puts together,” says Anton. “It would surprise me if there aren’t more businesses formed out of the MBA cohorts.” Summer 2006 on tour with the AUGSBURG Choir STORY AND PHOTOS BY JUDY PETREE HENRY WADSWORTH LONGFELLOW WROTE, “Music is the universal language of mankind.” As the Augsburg Choir set out on its European concert tour they would come to understand the meaning of Longfellow’s words. From May 8-21, under the direction of Peter Hendrickson ’76, the choir toured Budapest, Hungary; Prague and Kutna Hora, Czech Republic; and Dresden and Leipzig, Germany, where the tour ended at the American Choral Festival. The 66-voice choir sang in basilicas that took their breaths away, in churches that dated back to the 1300s, and in one of the finest concert halls in Europe. Their audiences included U. S. citizens living in Europe as well as people who could speak little or no English. The choir learned that it wasn’t the words they sang, but rather the music they made that touched hearts and brought smiles—and sometimes even tears—to the people who came to hear them. They also learned how music is indeed a universal language, and that experiences like these also create bonds among themselves that last across continents and time. On the return trip home, tenor Hayes Kaufman ’09 said when he joined the choir his dad expressed his hope that someday he, Hayes, would come to appreciate the opportunity he was being given. “I think I already have,” Kaufman told his fellow choir members. “Thanks to everyone for this great trip, the memories, and opportunity.” H U N G A R Y, Summer 2006 C Z E C H R E P U B L I C , A N D G E R M A N Y 27 B U D A P E S T , K U T N A H O R A , P R A G U E , D R E S D E N , L E I P Z I G (1) The concert tour began at St. Stephen’s Basilica in Budapest, Hungary, the city’s largest church. Not only its beauty and magnificence awed the choir, but also the sound of their voices. Tenor Tony Wallin ’08 said he couldn’t believe that “we, the Augsburg Choir, would ever have the opportunity to sing in such a place.” (2) In the small Czech town of Kutna Hora, once famous for its silver mines, the choir sang at St. Barbara’s Cathedral. Here, a few choir members take a break at intermission to catch a view of the town at night. (Front row, L to R) Aleah Tebben, Mike Schmit, Colin Callander, Kathryn Goerges (Back row, L to R) Stacey Zeutenhorst, Miranda Nelson, Eric Anderson, Adam Krumwiede, Tom Robinson and Kent Bodurtha. 1 In Prague, the choir sang at St. Ignatius, an active church run by Jesuit monks that was begun in 1665 and completed in 1671. 2 3 4 28 (3) At a stop in Krabcice, another small Czech town, the choir performed for an audience of senior citizens, most of whom knew no English. A highlight of the tour for many of the students was a song they sang in the Czech language, for which they received a standing ovation and compliments on their pronunciation. “This by far has been the best part of the tour for me,” said soprano Molly Shortall ’07, who enjoyed talking with one of the senior citizens after the concert. “It was better than the larger concerts because you could just feel that it meant so much to these people. These are people who had their culture taken away from them for so many years, and now you can see how much it must mean to them to get it back.” (4) The audience was sparse but very appreciative at Annen Kirche in Dresden, Germany, one of the only churches there to escape bombing during World War II. A woman in the front row was so clearly moved by the choir’s singing, she would direct along with Peter and, at times, smile broadly and cry quietly. Summer 2006 B U D A P E S T , K U T N A H O R A , K R A B C I C E , D R E S D E N , L E I P Z I G “It doesn’t always matter how many people are in the audience, said bass Dave Czepa ’06. He spoke for many of the choir members as he said, “that one lady and what this obviously meant to her made the whole concert worth it.” (5) In Leipzig, Germany—home to such famous composers as Bach and Handel—the choir visited St. Thomaskirche, where Johann Sebastian Bach was a cantor and where he is buried. They also toured St. Nicholaskirche, founded in 1165. 6 (6) The choir teamed up with the Northwestern College Choir of St. Paul to perform at the Gewandhaus in Leipzig for the American Choral Festival. They sang several songs as a massed choir, plus each choir performed on its own. Joining the choir was Augsburg alumna Nicole (Warner) Simml ’01. Simml now lives in Germany teaching voice and performing frequently. Performing solos are (L to R) Nicole (Warner) Simml; Krista Costin, Augsburg; Nathan Bird, Northwestern; and Dave Czepa, Augsburg. Directing is Northwestern choir director Timothy Sawyer, with Augsburg director Peter Hendrickson on piano. What was the most memorable part of the trip— the beautiful churches; the scenery; experiencing different cultures, food, and languages? Not according to many of the students. What they will remember most are the bonds and friendships they made with each other. Although the choir has been singing together all year, they found that sometimes it takes an experience such as this to get to know each other really well. Alto Kellin Pray ’08 said she really enjoyed being with others who enjoy the same thing. The sad part, she added, is now saying goodbye to the seniors whom they were just starting to really know. 7 5 8 (7) (L to R) Kellin Pray, Bri’Ann Wright, and Micah Erickson. (8) (L to R) Emily Denstad, Emma Stensvaag, and Adena Berg. (9) Mother’s Day greetings from Prague were sent home by Brian Halaas and Kari Aanestad. 9 Summer 2006 29 E very week more than 2,000 people fill the Plymouth Playhouse in the Twin Cities’ suburb for an afternoon or evening of laughter, sharing the lives of four women and their pastor in the church basement of the East Cornucopia Lutheran Church. The play, Church Basement Ladies, pays homage to the stalwart women who cooked for and served every church congregation. And it strikes a chord with anyone who grew up in the 1950s and ’60s across the Midwest, whether they be Lutheran, Methodist, or Presbyterian—it was all part of their own experience. Church Basement Ladies is based on the Scandinavian humor books of Janet Letnes Martin and Suzann (Johnson) Nelson, both 1968 Augsburg graduates. On stage the role of the church’s matriarch, Mrs. Lars Snustad, is played by Janet Paone ’83. For all three of them, their Augsburg experiences play big. Martin and Nelson came to Augsburg in 1964 as freshmen, each attracted to the big city and driven by the desire to escape a future as a farm wife. When they arrived, Augsburg was in the midst of great change, reflecting new college direction and leadership—the College had just merged into the American Lutheran Church after the demise of the Lutheran Free Church, and Oscar Anderson had just become president. Students were pushed to explore and understand the social and racial issues of the city around them, forever changing their worldviews. Nelson aspired to be a home economics teacher, but by the end of her “God knew that if there were going to be growing, self-sustaining, active Lutheran Churches in America, he would have to create a special species of people, so He created the Lutheran Church Basement Women.” —Growing Up Lutheran, Janet Letnes Martin and Suzann (Johnson) Nelson, 1997 first semester had switched to political science, and then in her sophomore year to Scandinavian studies when the new major was announced. She studied Norwegian and was active in the Norwegian Club, which led to many opportunities, such as meeting the visiting King Olav V of Norway. Both Martin and Nelson felt comfortable at Augsburg. They loved the big city around them, but appreciated the small-town comfort of the campus. What they discovered was that smalltown Scandinavian Lutheran life was the same everywhere. Nelson recalls the many nights she and classmates from small towns across the Upper Midwest sat around in Gerda Mortensen Hall and talked about their common backgrounds. “We all grew up the same way,” Martin confirms. Students not from rural small towns were commuter students, and Nelson remembers stunning her city roommates by talking about eating cream on bread. So much so that she and others went shopping and demonstrated how it was made and eaten. Paone arrived at Augsburg 15 years later. By then Augsburg was less THOSE Lutheran ladies BY BETSEY NORGARD 30 Summer 2006 Top: Janet Letnes Martin ’68 began writing down her experiences growing up in rural North Dakota and calls herself a “NorwegianLutheran farm girl humorist.” Suzann (Johnson) Nelson ’68 used her Scandinavian studies to inspire the characters of rural Norwegian Minnesota in her books. Janet Paone ’83 has made a career in acting and voiceover work, and brings her Augsburg experience to the stage in Church Basement Ladies Bottom: From The Augsburgian, 1968. Bottom: From The Augsburgian, 1968. Bottom: From The Augsburgian, 1981. obviously Norwegian Lutheran and far more diverse, but it was because of the Lutheran church that Paone chose it. Her mother was Lutheran and her father was Catholic. She was raised in Abiding Savior Lutheran Church, but within her family she felt the stigma of being the child of a parent who “turned,” i.e., married outside the Lutheran faith. She feels her father’s family never really accepted her Lutheran mother. After applying to music schools in New York, she decided to stay home for college and chose Augsburg because she had always respected and enjoyed the Augsburg students who were counselors at Lake Wapogassett Lutheran Bible Camp. She had also considered the ministry, but she ended up in the theatre program. “There was definitely a Norwegian Lutheran influence at Augsburg,” Paone says. “There was a Scandinavian studies major, and most people’s names ended in –son, -sen, -gard, or –dal.” She also remembers the aesthetic influence of the “good” dinnerware with Scandinavian design used for special dinners. Martin and Nelson graduated in 1968, but neither returned to her small town. On a Norwegian Club trip to Decorah, Iowa, Nelson had met Ronald E. Nelson ’67; in March 1967 they were married in Mindekirken, the Norwegian Lutheran Memorial Church in Minneapolis. She studied Scandinavian literature in graduate school and for 10 summers directed Skogfjorden, the Norwegian Language Village. Martin married shortly after college and began raising a family. More than a decade later, in 1983, while helping her mother-in-law research family history, she became frustrated at not finding much information about life in rural communities and decided to begin writing down what it was like growing up. Together with Allen Todnem ’64, also an Augsburg graduate, she co-authored Cream and Bread, and then Second Helpings of Cream and Bread. Martin and Nelson remained close friends. In 1994, on a whim, Martin suggested that Nelson should write a book with her, and Nelson quit her job the same day. Sitting around the kitchen table in their flannel nightgowns enjoying Summer 2006 31 REMEMBERING those Lutheran ladies BY DAVE WOOD IT WAS THE MID-1980S. I had recently been appointed book review editor of the Minneapolis Star Tribune after a lengthy stint as English teacher at Augsburg and feature writer for the old Tribune. “Dave,” said the receptionist, “There’s an author out here in the lobby who wants to see you.” Wow. My first author. Who would it be? I trotted down to the lobby to discover a woman who looked like a pert middle-aged housewife from Hastings, Minn., which, in fact, she was. “Hi,” she said, thrusting an enormous layer cake into my paws. “I’m Janet Martin. I went to Augsburg back in the ’60s. I’ve written a book and if you’ll review it the cake is yours.” Looking back, I sincerely hope I wasn’t too condescending when I explained to Janet Letnes Martin that Star Tribune policy prohibited my taking gifts, blah blah blah. “OK,” she said, unflappable. “I’ll take back the cake. You take the book.” So there I was with Janet Letnes Martin’s first literary effort, Cream on Bread. I gave it a whirl. It was wonderful. As a minor ethnician of the times, I had read lots of this stuff, like Howard Mohr’s work, and I think I knew what was good. Janet Martin’s was excellent. No cheap shots. There were no big yuks in Cream on Bread, just lots of little ones. That’s because Janet Martin was smart enough to know that there aren’t a lot of big yuks in Lutherandom, but lots and lots of little ones. That’s why she became one of Lutheran humor’s most honest purveyors. Was I surprised? Yes. But I shouldn’t have been. I had taught for 10 years at Augsburg, not too many years after she had graduated. I had taught at four other schools before my arrival there and was continually surprised at the little college’s vitality and intellectuality. Sure, there was a streak of inferiority feeling running through the student body. The University of Minnesota students across Riverside Ave. called Augsburg “God’s Little Acre.” We had great music, science, art, and poetry, but the steam heat system in Old Main on a cold day sounded like the last 15 minutes before the H.M.S. Titanic went down. Nevertheless we had great 32 Dave Wood is a past vice-president of the National Book Critics Circle and former book review editor of the Minneapolis Star Tribune. He taught English and journalism at Augsburg from 1969 to 1981. poetry readings, students went off to good graduate schools. Best, we all had lots of fun, parked right in the middle of a seedy old section of Minneapolis. But back to Janet Letnes Martin. Her first book was a success followed by many more, including one of my favorites, which involved Hastings housewife/detective Shirley Holmquist, a direct steal from Arthur Conan Doyle. In 1994, her Auggie classmate, Suzann Nelson of Grand Rapids, Minn., joined her and their books tumbled out, books like their monumental theological tract about Lutherans and Roman Catholics entitled They Glorified Mary … We Glorified Rice. They also performed two-woman shows, filling church basements across the Midwest. Ever since the Martin/Nelson success, I’ve been a bit jealous. I’ve tried my hand with ethnic humor. Like Martin and Nelson I grew up in a little Norwegian Lutheran town. But my stuff never lit any fires. Why did theirs? I’ve come to think that Augsburg College had a lot to do with it. Augsburg was traditionally on the outer fringe of the Lutheran establishment. Its supporting synod, the Lutheran Free Church, was always suspicious of clericalism, authority, big shots. An immigrant church, it had to survive by its wits. (Janet Letnes Martin, you see, didn’t actually think her layer cake would persuade me to review her book. It was just a way of tweaking my self-satisfaction, cutting me and the Star Tribune down to size.) And so the two pious girls from small farm towns came to God’s Little Acre in the heart of the Sinful City and found out one could love one’s church and have some fun with it, too. I look back more than a quarter century at the students like Martin and Nelson and wonder at their successes, many of which have just a bit of orneriness in common. It’s a wonderful tradition and the women who made church basements famous are definitely part of it. And so now the girls are moving out onto the national scene. Martin and Nelson are no longer girls, but I can’t help thinking of them in that way, for their girlish glee and for poking a little fun at the basements where they both spent hundreds of hours learning that certain concepts were “most certainly true.” I have only one bit of advice and that’s for Janet Letnes Martin. If and when you get to New York City, don’t bring a layer cake to the offices of the New York Times Book Review. The editor won’t get it. Summer 2006 copious amounts of both coffee and laughter, the two women began to capture recollections and memories as they spilled out. Nelson has said that it’s her job to jog people’s memories and their job to laugh. Their intention is never to make fun of anyone or anything. “There’s a fine line between making fun of something and having fun with it,” Martin told an interviewer. “Hopefully we’ll never cross it.” Three books came within the first six months. So far, they’ve written nine books together, the most popular being Growing Up Lutheran: What Does This Mean?, which won a Minnesota Book Award for humor. Requests for speaking engagements also started coming, and for several years Martin and Nelson crisscrossed each others’ paths as they spoke to church groups, women’s groups, and local organizations. Then they devised a comedy routine and began appearing together as “Those Lutheran Ladies”— nothing more than sharing their own backgrounds. An idea for a play came about when TroupeAmerica’s president and executive producer-director, Curt Wollan, hired Those Lutheran Ladies to perform for three weeks at the Medora Musical in North Dakota. Wollan invited a playwright-couple, Jim Stowell and Jessica Zuehlke, to pen the script. Wollan, who had grown up as “Lutherans attending a Lutheran college in the ’50s and ’60s did not have to prepare themselves for any big culture shock. Some of them even shared the same last name— but were not related.” —Growing Up Lutheran, Janet Letnes Martin and Suzann (Johnson) Nelson, 1997 president of his Luther League and the son of a dedicated church basement lady, encouraged Paone to take the part of matronly Vivian Snustad, the unequivocal and uncompromising queen of the church basement ladies in his fictional East Cornucopia Lutheran Church. Paone, a veteran character actress seen in Tony ’n Tina’s Wedding, pushed for revisions to the script through a workshop process in order to engage Mrs. Snustad more with the audience. This character is a curmudgeon, but works through her issues and begins to understand why things must eventually change—beginning with her consternation over the hymnals changing from black to red. Church Basement Ladies previewed at several locations before settling into its long run at the Plymouth Playhouse. Paone recalls opening in Fargo, where the cast was extremely nervous about how it would go over. Once the audience started laughing and didn’t stop, Paone remembers the “neat moment” between acts when the cast suddenly realized that “this thing is going to be huge.” Audiences react differently to the play, Paone says, and she can tell by what they laugh at whether the crowd (often comprised of large church groups) is Lutheran or Catholic. And, if they react most vividly to the physical comedy aspect, they probably aren’t churchconnected at all. Even if someone is not well versed in the ways of Martin Luther, she says, the play is still very accessible. “It’s about a [small] country church … it’s the social center, with many different layers.” Paone would love to pull more material from Martin and Nelson’s books for the stage, and Martin and Nelson would love to have the current actors stay involved with the East Cornucopia Lutheran Church. What’s next for Those Lutheran Ladies? When asked about it, Martin quickly replies, “Oh, ya, there’s lots more in it.” When they get together and start laughing, she says, “We just run with it … and sometimes we just blurt out the same thing.” And, to quote Martin Luther and the church basement ladies, “This is most certainly true.” ■ “If Scandinavian Lutherans could add one more feast day to the church calendar, it would be the feast of fish and flatbread … Unlike the Catholics who had to eat fish every Friday, Scandinavian Lutherans were only morally obligated to eat it once a year, and that was at the annual Lutefisk supper.” —Growing Up Lutheran, Janet Letnes Martin and Suzann (Johnson) Nelson, 1997 Summer 2006 33 CHURCH Basement Troupe America, Inc. Ladies —you bet it’s a big hit! The cast of Church Basement Ladies (L to R): Janet Paone ’83 (Mrs. Lars Snustad—Vivian), Greta Grosch (Mrs. Gilmer Gilmerson—Mavis), Tim Drake (Pastor E. L. Gunderson), Dorian Chalmers (Mrs. Elroy Engelson-Karin) and Ruthie Baker (Signe Engelson—Karin’s daughter). BY ANY MEASURE, Church Basement Ladies is a monster hit. It has been running for more than 35 weeks at Plymouth Playhouse (scheduled through the end of 2006) at 101% occupancy. It now has a double cast and offers 10 or 11 shows per week. Curt Wollan, producer and director, found inspiration for the play in his own mother. After she died, Wollan was asked if the gift she left the church could be used for their greatest need, a new stove for the kitchen. He agreed, and it was named Lorraine in her honor, a seemingly fitting legacy. “We’re honoring people who are never honored … and who are under-appreciated,” says Wollan. “The play has been hugely popular with women who have worked in church basements, and with their daughters and granddaughters, who are remembering mom and grandmother.” He remembers being a Luther Leaguer in his own church when they’d sing, “Come out, dear ladies, come out, come out” so the women could be recognized, and they were always bashful about it. “They were the unsung heroes of the church—they kept it clean and fed, and the coffee going.” He says the play is universal—it doesn’t matter where or what church you’re in—every church has its basement ladies. The show just happens to be Norwegian Lutheran because it’s based on Nelson and Martin’s book, Growing Up Lutheran. The play is important, he says, because this part of church life is dying. “As women have started to work, there are fewer basement ladies and there is more catering,” says Wollan. “This 34 celebrates the past and its heritage.” Church Basement Ladies is preparing to embark on a ninestate, 50-city tour from January-March 2007, in mostly small towns throughout the Upper Midwest, but reaching as far as New Mexico, Colorado, and Montana. Then, they’ll wait a year and tour bigger cities. Already underway are plans for a second cast to begin production in Chicago. New York is pending, and there has been interest in an off-Broadway venue where it would play in a real Lutheran church basement. Norwegian Lutheran food is central to the play. One of Wollan’s favorite lines is “Lutefisk and lefse are directly descended from the five loaves and two fishes at the Sea of Galilee, and have since lost their color.” The music and lyrics were written by Drew Jansen; here are two samples: From “Closer to Heaven”—“You’re closer to heaven in the church basement, Where we do the Good Lord’s work. Everywhere you look you see spectacular sights; 40 kinds of food to feed some fierce appetites; Nearly new linoleum and fluorescent lights, managed by a stalwart squad. Here below the house of God.” From “Dead Spread”[term for the spreads served on sandwiches following a funeral]—“Dead spread, a splendid affair, to celebrate someone who’s no longer there; dead spread, a wonderful thing, what sweet consolation a hotdish can bring.” For more information, go to <www.plymouthplayhouse.com>. Summer 2006 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… S erving as president of the Augsburg Alumni Board the past year has in many ways been one of the most rewarding and enriching things I have done. I am continually inspired by the many outstanding and diverse accomplishments of our alumni, and I am honored and humbled by the opportunity to serve the Augsburg Alumni Association and Augsburg Alumni Board over the past seven years. My goal this year was to continue the transformation and forward momentum of the Alumni Board in its journey from the role of an advisory board to a working board. Under discussion has been our advisory member initiative, in which we invite representatives of various campus constituencies to attend our committee meetings in order to foster greater dialogue, e.g. parents, international students, A-Club, the Augsburg Associates, Faculty and Staff Senates. Our Connections Committee, led by Buffie Blesi, undertook an effort to explore possibilities for offering alumni benefits. Stay tuned to hear more about this effort in the coming months. I’m proud to report that Alumni Board members are well on the way to a fourth consecutive year of 100% contribution to the annual fund. Our intention is to continue to build on this tradition of giving, and I am pleased to say that the Alumni Board has also committed to a 100% contribution rate among board members to the Access to Excellence campaign. We are certainly blessed by these commitments and by these gifts. President Frame’s leadership of Augsburg is finishing with tremendous energy, solid growth for the College, and renewal of its vision for the future. The strength and constancy of his leadership has helped draw Augsburg to new levels of recognition. In his own words, “Augsburg plays a unique role in the world of Lutheran education. Its service to the city, to the provision of accessibility to first-class educational opportunities, and its regard for faith and reason as interactive and mutually reinforcing modes of understanding … gives us a special mission.” Augsburg has been truly blessed by President Frame’s incredible leadership the past nine years. I had the privilege of speaking at Augsburg’s 137th Commencement on May 6 and welcoming 752 graduates as the newest members of the Augsburg Alumni Association. Our Alumni Association has grown considerably since my Commencement ceremony a little over 20 years ago, when the Weekend College had just been launched and when graduate programs, the Rochester program, and many others did not yet exist. The Alumni Association in those days numbered around 10-11,000 members and now includes around 18,000. Congratulations and welcome to the Class of 2006! I am excited about Augsburg’s future, the future of the Alumni Association, and the Alumni Board. I hope you will join me in welcoming President-elect Paul Pribbenow and incoming Alumni Board president Barry Vornbrock—the next chapter in our history! Stay close and stay connected. Karina Karlén ’83 President, Alumni Board LSAT prep for a bargain Don’t take out a loan to pay those expensive test prep companies. Augsburg’s Office of Undergraduate Research and Graduate Opportunity (URGO) is hosting LSAT Prep on campus this fall. The instructor is Brian Farrell ’95, an attorney and Augsburg alumnus, who scored in the 99th percentile on the exam and taught LSAT prep for Princeton Review. Four sessions are offered: TUES., OCT. 10, 6 TO 9 P.M.-—Homework review, reading comprehension strategy and practice TUES., OCT. 17, 6 TO 9 P.M.—Homework review, continued practice in all sections, overall test-taking strategies, test-day preparation, class questions TUES., SEPT. 26, 6 TO 9 P.M.—General introduction to the LSAT, analytical reasoning strategy and practice The cost for the four sessions is $150 for Augsburg alumni, compared to $580 at the University of Minnesota and over $1300 at Kaplan or Princeton Review. TUES., OCT. 3, 6 TO 9 P.M.—Homework review, logical reasoning strategy and practice To register (limited spaces are available), contact Dixie Shafer, <shafer@augsburg.edu>. Summer 2006 35 Alumni Events Please join us for these upcoming alumni events; unless otherwise noted, call 612-330-1085 or 1-800-260-6590 or e-mail <alumni@augburg.edu> for more information. June August 20 8 Auggie Hours, 5:30-7 p.m. Campiello, 1320 West Lake St., Uptown Minneapolis, 612-825-2222 15 Alumni Board Meeting, 5:30 p.m. Minneapolis Room, Christensen Center 10 Auggie Evening at the Races Canterbury Park, Shakopee, MN Gather your friends and family and join us for free admission and complimentary hors d’oeuvres. RSVP is required and space is limited. 16 Auggies attend Lutheran Night at the Dome Minnesota Twins v. Cleveland Indians, with first pitch at 7:10. Lower level seating—$18 per ticket(group rate). Tickets are limited-contact the Alumni Relations Office, 612-330-1613 or send check to: Alumni Relations Office, 2211 Riverside Ave S., CB 146, Minneapolis, MN 55454 Once your payment has been received, the tickets will be mailed to you in August. Alumni Board Meeting, 5:30 p.m. Minneapolis Room, Christensen Center July 11 Auggie Hours, 5:30-7 p.m. Maynard’s Restaurant, 685 Excelsior Blvd., Excelsior, MN (located in the southeast corner of Excelsior Bay on Lake Minnetonka), 952-470-1800 Please e-mail the following information to <ecs@augsburg.edu> or call 612-330-1104: Total number in your group, names of you and your guests, your graduation year(s), and your contact number. The deadline to register is Friday, August 4. Homecoming 2006—Watch us Soar September 25-30 Mon., Sept. 25 Wed., Sept. 27 4:30-6 p.m. 10:30 a.m. 7:30-9 p.m. International Student Organization reception Student Kick-Off Event, Coronation and Pep Rally Augsburg Associates annual fall luncheon (off campus) Noon-1 p.m. Auggie Cup Knowledge Bowl (East Commons) 9:30-10:30 p.m. Homecoming communion Tues., Sept. 26 11 a.m.- 2 p.m. Counseling and Health Promotion Annual Fair 6:30 p.m. Alumni Baseball game, Parade Stadium 7 p.m. Powder puff football 9 p.m. FCA campfire, Murphy Park Thurs., Sept. 28 11 a.m.-2 p.m. Student activity—Old Auggie photos 5:30-8:30 p.m. Athletic Hall of Fame Banquet Fri., Sept. 29 9-10 a.m. 10-11 a.m. 11 a.m.-2 p.m. 12:30-2 p.m. 36 2:15- 3:15 p.m. Campus tour 3:30-6 p.m. Hall Crawl 3 p.m. Artist Amy Rice ’93, slide presentation, Marshall Room, Christensen Center 7 p.m. ASAC Variety Show 7:30 p.m. Men’s soccer game v. Macalester Reunion breakfast Homecoming chapel Student activity Alumni luncheon Sat., Sept. 30 11 a.m.-1 p.m. Picnic in the Park noon Auggie Cup Desk Hurling 1-3 p.m. Football Game v. ConcordiaMoorhead 3:30-7 p.m. Auggie Block Party Summer 2006 CLASS NOTES Class Notes 1956 Evelyn (Chanco) Steenberg, Missoula, Mont., and her husband, Tom ’58, ’61 Sem, celebrated their golden wedding anniversary on June 2, and hope to be at their 50-year reunion at Homecoming. They’ve spent 45 years in the ministry, including 35 years as missionaries in Japan. The Steenbergs can be reached at <tasteenberg@aol.com>. 1957 Gloria (Grant) Knoblauch, Lake Elmo, Minn., was recently recognized for her service and leadership in forming the Friends of Lake Elmo Library, which succeeded in bringing a branch of the Washington County Library back to their city. 1958 Rev. Gary Turner, San Jacinto, Calif., is an Anglican priest and V.A. Hospital chaplain. Last summer, while at the Hollywood Bowl to see Garrison Keillor, he ending up sitting two rows ahead of Philip Knox ’57. 1965 Dwight Olson, San Diego, Calif., was elected president of the Licensing Executives Society (LES) of USA & Canada, a professional society of over 6,000 members engaged in the use, development, manufacture, and marketing of intellectual property. LES is part of an international organization, with 30 national societies representing 12,000 members in 80 countries. He can be reached at <dwight.olson@ironmountain.com>. 1969 James Roste, Roseville, Minn., retired on Dec. 31 after 36 years in corrections work. He has joined his wife, Lorene (Peterson) ’70, in her business, “Senior Moves,” helping seniors Summer 2006 sort, pack, move, unpack, and settle in at new locations. 1971 Thomas Haas, West St. Paul, Minn., retired last August after working 32 years at the State of Minnesota Department of Employment and Economic Development, helping people find employment by providing basic skills and resources. He says that retirement is “almost all I have heard it can be—WONDERFUL.” He also wonders how he had time to work and get other things done before. His wife is a genetics researcher at the University of Minnesota. Jean Holbrook, San Mateo, Calif., has been named San Mateo County superintendent of schools through January 2007, to complete a vacated term. She brings 30 years of experience with the San Mateo County Office of Education to the position. Charles Maland, Knoxville, Tenn., was awarded the Alexander Prize for his superior classroom teaching and distinguished scholarship at the University of Tennessee. His teaching and research focuses on American literature and cinema, and he has been named editor of a volume of James Agee’s film criticism. NewsCenter in Duluth, Minn., which provides weather news to several TV channels and newspapers in northern Minnesota and northwestern Wisconsin. 1988 Kiel Christianson, Champaign, Ill., writes a golf equipment column for travelgolf.com as a hobby, and was recently quoted in an article in CNNMoney.com about a new Nike golf club. 1989 Nnamdi A. Okoronkwo and his wife, Sabrina K., Minneapolis, announce the birth of their son, Grayson Nnamdi, very unexpectedly and quickly, with the help of the Minneapolis Fire Department. He was born on his parents’ fifth wedding anniversary and joins older brother, Spencer, 18 months. Nnamdi and Sabrina work for Best Buy and Target. Steven Torgerud and his wife, in St. Paul, welcomed a daughter, Abigail Mae, on March 1. 1992 Susan E. (Gehrke) Erdman and her husband, Shane, Marinette, Wis., announce the birth of their daughter, Wynn Leslie, on Sept. 9. She joins her brother, Carson. 1993 Dana (Ryding) Martin, and her husband, Jeff, Andover, Minn., welcomed a son, Caden Joshua, on Dec. 2. He joins brother Noah, age 2. She can be reached at<dana.martin@ moundsviewschools.org>. 1975 Daniel Swalm, Minneapolis, is an adjunct professor at the University of Wisconsin-River Falls in the Graduate College of Education and Professional Studies and teaches career counseling through the Department of Counseling and School of Psychology. He is the executive director of Career Solutions Inc., a nonprofit career development agency in St. Paul. 1986 Karl Spring was named chief meteorologist at the Northland’s Joyce (Nelson) Schrader ’64, Friendswood, Texas, is a retired elementary school teacher who taught second, third, fourth, and fifth grades. Her husband is a retired human resources manager. In the photo are Joyce and her husband, Steve (middle and top rows, right); their daughter Mandy and her husband, Scott (top row, left and middle), with their children, Haley (3) and Cason (1); and their daughter Julie (bottom row, left) with her dog, Elvis. 37 Class Notes Courtesy photo ALUMNI PROFILE Targeting cancer as both physician and scientist by Sara Holman ’06 Nine years have past since Arlo Miller roamed Augsburg’s campus as a biology and chemistry student. However, this recent M.D./Ph.D. Harvard graduate has not forgotten his Minneapolis alma mater. “One of the biggest challenges in medical school is just trying to figure out what is important and what actually matters. It’s essentially very easy to lose the forest for the trees. I think Augsburg science did very well to emphasize the forest, which provided a good starting point,” Miller comments. He also credits the Honors Program for its emphasis on critical thinking and communication skills. After his junior year, Miller worked for the summer with a leading cancer researcher at Washington University in St. Louis, who helped convince him to seek the dual medical/research degrees. Entering Harvard after his 1997 graduation was the first step in Miller’s pursuit to study oncology, and his lab work in graduate school led him to study melanoma. “I’d always been thinking I would do hematology-oncology,” says Miller, “but I found that dermatology is a better fit for me. Dermatologists actually deal with the most prevalent forms of cancer, but the work primarily occurs in the clinic rather than in the hospital. This will better enable me to spend a fraction of my time doing research.” Arlo Miller '97 received his Ph.D. from Harvard University in 2004 on the same day as his fiancée, Ileana Howard, graduated from Harvard Medical School. In June, he completed the M.D./Ph.D. program and also received his medical degree. Whether to become a regular doctor or a regular researcher or to split his time doing both has been something Miller has grappled with since becoming part of the Medical Scientist Training Program (MSTP). MSTP was founded to bridge the gap between physicians and scientists. “Sometime in the 1970s,” Miller says, “there was a concern that the divide was widening to the point that effective translation of basic science research to the realm of medicine was in jeopardy. The MSTP program sends people to medical school and graduate school with the hope of creating a pool of people who could serve as bridges between these two communities.” Miller entered the MSTP program with a National Institutes of Health (NIH) training grant, given to about 300 students across the country. The grant pays all medical school costs and provides an annual stipend to compensate for the economic consequences of choosing the lengthy M.D./Ph.D. path. In this joint medical-research program, Miller’s first two years included the medical school core scientific curriculum—anatomy, biochemistry, microbiology, pathology, pathophysiology, etc. Then he shifted to graduate work and did research for five years in three different laboratories, including the Dana-Farber Cancer Institute in Boston. Finally he returned to the last two years of medical school and worked in hospital and clinic settings. In early June, Miller graduated from the M.D./Ph.D. program and will marry Ileana Howard, also a physcian. For the next year, he has a transition-year internship in Seattle, where Howard is currently a resident in physical medicine and rehabilitation. In July 2007, Miller will begin a three-year residency in dermatology at the Mayo Clinic in Rochester, Minn., a department known for its excellence in the research and treatment of unusual problems. He imagines himself ending up at a research university and says he feels drawn to the area of cancer biology. When dealing with the very sensitive subject of cancer, Miller says his Augsburg experience continues to impact his role as a doctor. “You often find yourself taking care of people that the rest of society has pretty much given up on and for whom all social support systems have failed,” he says. “This is a community service aspect of medicine that I hadn’t anticipated or appreciated when I started, but I feel that Augsburg helped prepare me through informal means, including the Link program and its urban setting.” Sara Holman graduated in 2006 with majors in communication studies and English. 38 Summer 2006 operas in repertory during its eight-week season, attracting 40,000 people from around the world. Courtesy photo TOASTMASTERS AWARD Graduate programs Doris Rubenstein ’93 MAL was elected to the Board of Directors of Affinity Plus Federal Credit Union. She is principal of PDP Services, a consulting firm specializing in corporate and personal philanthropy. In Memoriam The Honorable Pamela Alexander ’74, Minneapolis, received the Toastmasters International Communication and Leadership award for 2006. She was lauded for her community service as a youth motivational speaker, basketball coach, and teacher, and for the more than 50 community service awards she has received. She is a judge of the Fourth Judicial District Court, Juvenile Division, of Hennepin County. Jessica (Ferrell) and Brad Zenner ’92, Minneapolis, adopted a daughter, Jasmine Shan, in November. Jasmine was born in Hunan, China, in February 2005. She joins a happy sister, Lily Jinxiong, 3. Jessica can be reached at <jessicazenner@ hotmail.com>. 1994 Carrie Kennedy and her husband, Eric Peterson, Hopkins, Minn., announce the birth of a son, Kieran Philip, in January. Carrie is an adjunct professor of English at Concordia University in St. Paul and teaches fiction writing at the Loft Literary Center. 1996 Anne Lalla married Todd Johnson in March; they live in Summer 2006 Shoreview, Minn. They have one son, Evan, born in September 2002. Leslie Lucas ’00 married Matthew Weide in July 2005. She is currently a student in the Master of Social Work program, and he is an account executive for Donaldson in Bloomington. They live in Minneapolis. 1998 Brittani (Gross) Filek ’00 PA, Corona, Calif., and her husband, Matt, welcomed their first child, Van Owen, in June 2005. They were married in July 2004; Brittani is a surgical physician assistant at Kaiser Permanente General and Plastic Surgery Department. 1999 Bobby Scala, Eden Prarie, Minn., along with his brother-inlaw, has opened Scala’s Beef Stands in Maple Grove, a restaurant selling products from his family’s Chicago-based wholesale meat company. Sarah (Ginkel) Spilman, Iowa City, Iowa, and her husband, Matt, announce the birth of their son, Alexander Nicholas, on Jan. 3. Sarah earned a Master of Arts degree in sociology at the University of Iowa in 2004. 2000 Kai Gudmestad ’06 MBA, Minneapolis, Minn., and his wife, Amy, welcomed their son, Elijah Douglas, on Jan. 29. Kai graduated in the first Augsburg MBA class. 2001 Kathryn Koch has been named production stage manager for the Glimmerglass Opera 2006 festival season in Cooperstown, N.Y. She will lead the stage management staff and be part of a world premiere opera, The Greater Good. The company produces four Irvin Nerdahl ’40, age 87, Jan. 27 in Crystal, Minn. He is survived by his children, Marsha, Laura, John, and David. Kelly Roth ’47, age 85, in Wheaton, Minn. He is survived by his wife, Beverly, and three children, John “Champ”, Richard, and Janice, who also attended Augsburg. Kelly, nicknamed “Smiley,” was a manager at the Smiley’s Point confectionary. He retired from Lutheran Brotherhood and Central Life Insurance. He was inducted into the Augsburg Athletic Hall of Fame in 1978. Rev. Philip A. Nelson ’55, ’58 Sem, age 72, Dec. 1 in New London, Minn. He is survived by his wife, Beverly (Omdahl) ’55, and three sons, Bruce, Peter, and Blair. Phil had callings to Colombia Heights, Morris, New London, and Osakis before retiring in 1994 due to health concerns. Edward M. Sabella, professor emeritus of economics, May 5 in Minneapolis. He taught at Augsburg from 1967 until his retirement in August 2000 and was chair of the Departments of Business Administration and Economics from 1968-81. 39 AUGGIE THOUGHTS Auggie Thoughts Over spring break, 35 Augsburg students joined with students from Grand View College in Des Moines, Iowa, for a trip to Biloxi, Miss., to help with hurricane relief sponsored by the Evangelical Lutheran Church in America (ELCA). Students posted daily journal entries on Augsburg’s website; the following is a portion of Jeanette Clark’s journal from the last day of the trip. Guarding people’s stories by Jeanette Clark ’07 Some look at the journey home as a necessary part of a trip—something logically following going away somewhere. On some level, this is true. On the other hand, the opportunity to travel home is one that should not be ignored. One does not have an experience, really, until he/she reflects on it, and this is part of going home. So rather than being a burden, this 30hour bus ride has been a blessing—a chance to continue to get to know people and to process, or try to process, all we have seen and heard. It seems that more than the work we did during our time in Biloxi, our greater service was guarding people’s stories. We heard the great trials and agony of those who worked in the morgue after Katrina. By going home, caring for those around us, and sharing these stories, we will guard the stories of those who suffered through this disaster. More than clearing brush, painting, or scrubbing, it was crucial that we took the time to value the experiences of those who suffered so much. It was a service to hear AJ talk about the importance of his camp. It was a service to hear Jack tell of the struggles of those living in FEMA trailers. We heard the stories of spelling tests and possible “reward movies” by the elementary students we visited. There is no way we can begin to understand their pain or their experiences, but we can listen, and in doing so, we show them they matter just as they showed us that we mattered by cooking and caring for us with the utmost hospitality. On some level, our trip home is when the journey starts. Who around us is also suffering, and how do we get to the root of this pain? Who around us has a story to tell that no one has listened to? How can we be in solidarity with those on the coast who are trying to rebuild their lives? There is still work to do. We’ve only just begun. Jeanette Clark ’07 is pursuing a degree in metro-urban studies, and youth and family ministry. She is a student leader in Campus Ministry and the Campus Kitchen at Augsburg. 40 Summer 2006 The Golden Fisherman According to the volunteer coordinators at Lutheran Episcopal Disaster Relief in Biloxi, Miss., Mondays start slow. So, to quell their nervous energy, some students got on the bus for a quick tour of the damage that Hurricane Katrina caused. Even after nine months the destruction is awe-inspiring. The U.S. Highway 90 bridge, which once spanned the 1.5 miles between Biloxi and Ocean Springs, looks like a set of dominos. “The Golden Fisherman,” a sculpture by Harry Reeks, has only its feet connected to the cement base, with the rest of the eight-foot brass-and-copper figure thrown 20 feet from its home. —Stephen Geffre, Staff Photographer Send us your news and photos! Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to <alumni@augsburg.edu>. __________________________________________________________________________________________________________________ Full name Maiden name Class year or last year attended __________________________________________________________________________________________________________________ Street address __________________________________________________________________________________________________________________ City State Zip Is this a new address? ■ Yes ■ No ________________________________________________________________________________ Home telephone E-mail ■ Okay to publish your e-mail address? __________________________________________________________________________________________________________________ Employer Position Work telephone Is spouse also a graduate of Augsburg College? ■ Yes ■ No If yes, class year_______________ __________________________________________________________________________________________________________________ Spouse name Maiden name Your news: ________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 2211 Riverside Avenue Minneapolis, MN 55454 Non—Profit Org. 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Title: Augsburg Now Fall 2007
Collection: Alumni Magazine Collection
Search Result: 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 1 Augsburg Now SUMMER ACTIVITIES P. 12 IMMERSED IN BOLCOM P. 18 SOCIAL WORK FOR SOCIAL JUSTICE P. 24 A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS FA L L 2 0 0 7 VOL. 70, NO. 1 Making orchids more affordable page...
Show more 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 1 Augsburg Now SUMMER ACTIVITIES P. 12 IMMERSED IN BOLCOM P. 18 SOCIAL WORK FOR SOCIAL JUSTICE P. 24 A P U B L I C AT I O N F O R AUGSBURG COLLEGE ALUMNI & FRIENDS FA L L 2 0 0 7 VOL. 70, NO. 1 Making orchids more affordable page 14 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 2 Editor Notes from President Pribbenow on… Collaborating with our sister colleges and universities Y ou’ll read in this issue about a special program organized last spring to celebrate the musical legacy of the American composer, William Bolcom. The program, called “Illuminating Bolcom,” is a fine example of the sorts of remarkable opportunities our students enjoy as a result of our collaborative relationship with sister colleges and universities in the Twin Cities. Organized with our partners in the Associated Colleges of the Twin Cities (ACTC)— Augsburg, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas—this special program gave our students and faculty unprecedented access to performances, master classes, and informal experiences with a world-class musical talent. What a privilege it has been for me to experience the many collegial and genuinely collaborative relationships that exist between Augsburg and its sister colleges and universities. Surely it is a sign of abundance that we can partner with higher education institutions that perhaps once were seen primarily as competition for students. Today, I believe these same institutions are modeling the sort of collaborative efforts that lead to innovation, a careful use of important resources, and a perspective on life in the world that eschews the sort of scarcity thinking and living that our culture promotes. We care deeply at Augsburg about living with a sense of abundance, and here are several collaborations I would like to lift up. We participate with the other 27 colleges and universities of the Evangelical Lutheran Church in America (ELCA) in regular gatherings for administration and faculty members. In addition, many of the ELCA institutions participate together in insurance partnerships, tuition savings programs for parents, and tuition exchange programs for faculty and staff. Our partnerships also are sources of good ideas and best practices for our institutions, even as we celebrate our common links to the Lutheran church and its abiding commitment to vocation and education. We are proud charter members of the Minnesota Private College Council (MPCC), which serves as an advocacy, fundraising, and public affairs partnership for 17 private colleges and universities in Minnesota. Together we have a significant impact on creating awareness of, and access to, higher education in our state. ACTC is an innovative partnership begun more than 35 years ago that allows our students to register for courses on all five campuses; that organizes joint programs like the “Illuminating Bolcom” series; and that has created administrative partnerships that save our schools more than $2 million annually on supplies and services. Our athletic conference, the Minnesota Intercollegiate Athletic Conference (MIAC), is one of the premier small college conferences in the country and includes 13 of Minnesota’s private colleges and universities. There are several other national organizations in which we proudly participate: Campus Compact, which brings together colleges and universities dedicated to the public and civic role of our institutions; the Council of Independent Colleges (CIC), to which we turn for best practices in teaching, learning, and administration, and tuition exchange opportunities for our faculty and staff; the National Association of Independent Colleges and Universities (NAICU), our lobbying consortium in Washington, DC; and the Association of American Colleges and Universities (AAC&U), working with us to promote the continuing relevance of liberal arts education in the 21st century. Surely these various partnerships and collaborative relationships point to the remarkable opportunities we have to enhance the Augsburg experience for all of our students and to model a way of working together, across institutional boundaries, to serve the public good. Betsey Norgard norgard@augsburg.edu Staff Writer Bethany Bierman bierman@augsburg.edu Creative Director Kathy Rumpza rumpza@augsburg.edu Class Notes Designer Signe Peterson petersos@augsburg.edu Photographer Stephen Geffre geffre@augsburg.edu Media Relations Manager Judy Petree petree@augsburg.edu Sports Information Director Don Stoner stoner@augsburg.edu Assistant Vice President of Marketing and Communication David Warch warch@augsburg.edu Director of Alumni Relations Heidi Breen breen@augsburg.edu www.augsburg.edu Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minn., 55454. Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Send address corrections to: Advancement Services, CB 142 Augsburg College 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Paul C. Pribbenow, president 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 3 10 Fall 2007 Contents Features 12 Summer activities Faculty and students take advantage of their summer time to pursue diverse activities on and off campus. 18 Immersed in Bolcom by Betsey Norgard A two-week festival gave Augsburg musicians extraordinary access to a renowned American composer. 22 Faith, vision, and a call to Guyana by Betsey Norgard Ruth Singh responded to a call 13 years ago to help the people in her homeland. 24 Social work for social justice by Holley Locher, with Michele Braley and Nils Dybvig 18 A couple gives up their Twin Cities jobs to become peacemakers amidst violence. © 2006 Katryn Conlin for VocalEssence Departments On the Cover: Chemistry major Caryn Quist experiments with chemical compounds, seeking less-expensive ways to grow orchids. 2 Around the Quad 8 Sports 11 Supporting Augsburg 27 Alumni News 29 Class Notes 32 Views All photos by Stephen Geffre unless otherwise indicated. 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 4 AROUND THE QUAD Teaching and learning awards The Distinguished Contributions to Teaching and Learning Awards honor significant contributions to teaching and learning at Augsburg by faculty and staff in the areas of teaching, mentoring and advising, and services to students. The 2007 awards went to: Doug Green, professor of English, for teaching; to Susan O’Connor (center), associate professor of education, for mentoring and advising; and to Lois Olson (left), director of the Center for Service, Work, and Learning, for service to students. Congratulations, faculty! Tenure granted Keith Gilsdorf, economics Tenure granted and promotion to associate professor Phillip Adamo, history Lori Brandt Hale, religion Stella Hofrenning, economics Barbara Lehmann, social work David Matz, psychology Scholarships awarded for 2007-08 by the ELCA Foundation. Junior Reid Larson was named a first alternate and received $3,000 for academic expenses. The Rossing Physics Scholarships were established by gifts from Dr. Thomas D. Rossing, who taught at Northern Illinois University and St. Olaf College. They seek to encourage top physics students to attend ELCA colleges and universities, to help ELCA schools recruit top physics students, and to encourage students at ELCA schools to consider majoring in physics. This is the third year they have been awarded by the ELCA Foundation. Two students participate in international music program Meghan Sherer, who graduated in May, and senior Krista Costin were accepted to the Festivalensemble Stuttgart, a choir that is part of the Internationale Bachakademie Stuttgart, founded and directed by conductor and artistic director Helmuth Rilling. They spent a month in Germany from Aug. 17-Sept. 13, with all expenses paid, together with a worldwide group of about 100 selected musicians. The performances included Benjamin Britten’s War Requiem, and Gustav Mahler’s Symphony No. 5.The first two weeks, the choir rehearsed in southern Germany and then traveled for two weeks, performing in various festivals. In addition to the European Music Festival Stuttgart, they sang in the Rheingau Music Festival, Beethovenfest Bonn, and in Dresden, Halle, and Berlin. For several years, Augsburg has been one of the 24 audition sites around the world, and this is the first time that any Augsburg students have been accepted. Sherer performed with Augsburg’s Gospel Praise, and was a soloist with the group at the June Commencement. She graduated cum laude in May with a Bachelor of Music degree in music performance. Costin toured with the Augsburg Choir last year to Germany and the Czech Republic, and was a soloist at their Leipzig concert. 2 AUGSBURG NOW Darcey Engen leads “The Mother Project” A collaborative theatre project, staged at the Open Eye Figure Theatre in August, told the stories of six mothers from different ethnic backgrounds and traditions, across generations, who all tried to juggle their identities as care-giver, teacher, parent, worker, and leader. Darcey Engen ’88, assistant professor of theatre arts, led the collaboration of mothers—Jeany Parks, Nanci Olesen, Maria Asp, Sonny Case, Erin Carlson Sutton ’03, and herself—who created the work through writing exercises, recounting their individual journeys through motherhood. According to Engen, the women were drawn to “The Mother Project’ because each had grown restless seeking a place where their experiences could be told, and not finding it in literature, television, drama, or cinema. Kent Bodurtha receives Rossing Physics Scholarship Senior physics major Kent Bodurtha was awarded one of the two new $10,000 Rossing Physics Theatre arts professor Darcey Engen ‘88 worked with five colleagues to stage a presentation about their journeys and experiences of being mothers. Meghan Sherer ’07 Krista Costin ’08 ELCA News Service NOTEWORTHY 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 5 Physician assistants celebrate 10 years Augsburg’s Physician Assistant Studies program celebrated the 10th anniversary of its first graduating class at a reception and dinner on Sept. 15. Members of the graduating Class of 1997 attended, along with other graduates and faculty. “It was truly special to have so many classmates and original faculty join us to celebrate,” said David Barlow, a graduate of the Class of 1997 and current assistant professor in the program. “We’re fortunate to be part of a fabulous profession that makes a difference in so many lives.” One of the program’s early faculty members who couldn’t attend wrote, “In general terms, [the 1997] class most likely recently passed the one million mark in patients seen.” The 1997 physician assistant class, shown here as they graduated from Augsburg’s new program, reunited for a 10th-anniversary celebration in September, after treating probably more than one million patients during the decade. ELCA News Service Mark Hanson re-elected presiding bishop Rev. Mark Hanson ’68 was solidly re-elected presiding bishop of the ELCA for a second six-year term on Aug. 7, at the 2007 ELCA Churchwide Assembly in Chicago. He is the third presiding bishop of the ELCA, is the second to be reelected, and is the second Augsburg graduate to serve in the ELCA’s highest elected office. “Six years ago I said that I do not view this as an election won but a call received,” Hanson told the assembly. “I view what you have done today [as] the affirming of that call to which I continue to hold with great humility and deep gratitude.” Prior to his election as presiding bishop in 2001, he and his wife, Ione (Agrimson) ’68, lived in the Twin Cities where he was bishop of the Saint Paul Area Synod. Several of their children have attended Augsburg. tration. She also served on the Institutional Review Board and was its chair for over a number of years. Sharon Patten, social work, is mourned The Augsburg community mourns the death of Sharon Patten, associate professor of social work at Augsburg for 16 years, who died from cancer in hospice care on Aug. 25. She was instrumental in the development of the Master of Social Work program, particularly in creating the Program Development, Policy, and Administration concen- Sharon Patten Bishop Mark Hanson ‘68 FALL 2007 3 705384_CATALOG:705384_CATALOG 11/20/07 7:19 PM Page 6 AROUND THE QUAD Star Tribune/Minneapolis-St. Paul 2007 Dan Schueller ’83 Coping with the bridge collapse Dan Schueller ’83 was on his normal bike commute from work along West River Parkway on August 1, when fate placed him as one of the first persons on the scene of the monumental collapse of the I-35W bridge over the Mississippi River, just a mile from Augsburg’s campus. Tragically, Sherry Engebretsen, who worked for Thrivent Financial for Lutherans and is the mother of Augsburg first-year student Jessica Engebretsen, was one of the 13 people killed in the bridge collapse. Several Augsburg staff were near the bridge when it fell, and at least one of them helped rescuers with victims on the wreckage. In the week that followed, Augsburg provided space on campus for the American Red Cross to set up a Family Courtesy photo After hearing a crack and seeing a cloud of dust in front of him, from the rubble he began to hear crying and moaning. “That’s what kicked me into gear,” he told the Star Tribune in an audio slide show. “I knew I had to climb up there and see if I could help somebody.” He left his bike, and was able to assist a number of people out of their cars and onto safe ground. One of the first persons on the scene of the bridge collapse, Dan Schueller ’83 helped people out of their cars to safe ground. Assistance Center, in partnership with the City of Minneapolis, for families and friends waiting for news about their loved ones. During that same week, a public meeting of area and neighborhood business owners, with state, local, and federal officials was held at Augsburg to discuss how to help the local businesses cope with the effects of restricted traffic and detours. Retirees gave more than a century of teaching years Three long-time Augsburg faculty members, whose combined years of service amount to more than a century and a decade, retired in June. All of them have served under four Augsburg presidents, and two of them spent virtually their entire classroom careers at Augsburg. Robert S. Herforth, biology professor, set a high example for his students of the importance and quality of research. 4 AUGSBURG NOW Robert S. Herforth, professor of biology, came to Augsburg in 1967, from graduate work at the University of Nebraska. His research there focused on hereditary disease in fruit flies. Discoveries that he made The effects of the bridge collapse will endure long beyond the clearing of the wreckage spanning the river. Schueller said that when he attended a meeting of the weekly support group of bridge survivors, he was “very saddened to see so many people with bad backs and still having a hard time dealing with what happened.” — Betsey Norgard pointed out errors by leading scientists in existing scholarship, for which he received university honors. Over the years, Herforth taught animal physiology, developmental biology, genetics, and molecular biology; and he always stressed research. As a freshman at Augsburg, associate biology professor Dale Pederson ’70 was in Herforth’s classes. At Herforth’s retirement celebration, Pederson recalled Herforth’s fly lab, especially noting the quality of the technical drawings done by art professor Phil Thompson. Pederson called Herforth’s scholarship “exemplary.” Courtesy photo 705384_CATALOG:705384_CATALOG 11/20/07 Retired colleague Esther McLaughlin spoke about teamteaching general biology with Herforth and remarked about his patience. For enjoyment in his retirement, Herforth’s colleagues and friends presented him with an iPod filled with recordings of bird songs. 7:19 PM Page 7 how one should be in the world.” Griffin ascribed an “epic quality” to Kingsley’s career, and noted that Augsburg presidents have sometimes recognized her as quite an “adversary.” Colleague Don Steinmetz mentioned that Al Kloppen, health and physical education, connected with students both in the classroom and on the playing field as a football coach. Mary A. Kingsley retired after 43 years of teaching Spanish and sharing her passion for social justice issues. Mary A. Kingsley, associate professor of modern languages, came to Augsburg in 1964 and has taught Spanish here since. She served many terms as department chair, taking occasional breaks when it was held by a colleague. Former English faculty professor Joan Griffin commented on Kingsley's “passion for justice, especially if it’s an underdog that has been wronged.” She said that Kingsley “has engaged generations of students about department faculty have always preferred to have Kingsley on their side. In the early days of the Center for Global Education, Kingsley and her husband donated a house in Cuernavaca, Mexico, to Augsburg, which was used as the center’s base of operation for some time. Kingsley is enjoying her time in retirement at their cabin in the Apostle Islands. Alvin L. Kloppen, assistant professor of health and physical education, came to Augsburg in 1976 from Augustana College in Rock Island, Ill., where he had been defensive football coordinator. He served both as Augsburg’s head football coach and HPE faculty member for 10 seasons. He later served as an assistant football coach while still teaching. Assistant athletic director Paul Grauer commented on Kloppen’s tenure at Augsburg. “Al Kloppen had a ready smile and a funny story for everyone he encountered during his days at Augsburg. As a coach, Al was a tireless worker who always looked for innovative strategies and techniques which would give his team the greatest chance for success. In 1977, he was named Minnesota Intercollegiate Athletic Conference (MIAC) “Co-Coach of the Year” when the Auggies finished the season with an upset win over powerful Concordia College (Moorhead). “In the classroom, Al had an engaging approach which enabled him to connect with his students. He was there to give support and encouragement to all his students and especially to those who may have taken ‘the road less traveled’.” FALL 2007 5 705384_CATALOG:705384_CATALOG 11/20/07 7:20 PM Page 8 Medieval Minnesota: Summer camp at Augsburg College This summer, from August 5 to 11, 10 students from across the country flocked to Augsburg to learn about and, above all, experience the Middle Ages. They came for Medieval Minnesota, the weeklong summer camp for students ages 14 to 17 that encourages them to reimagine medieval life. For seven days, students worked and played together, learning everything from swordsmanship to Renaissance dancing, from calligraphy to bookbinding, from period music to storytelling. By the end of the week, they had researched and created medieval characters and built period costumes that they wore to a graduation performance at the famed Minnesota Renaissance Festival. Edward Peterson, 14, a student from Wilmington, Del., performed the rousing “Saint Crispin’s Day” soliloquy from Shakespeare’s Henry V. Other students, coached by music professor Merilee Klemp, performed a French love song about Robin Hood and Maid Marian, written by the 13th century troubadour Adam de la Halle. With the help of theatre professor Darcey Engen, the entire group wrote and performed in its own version of a Robin Hood play. The students also got a taste of college life. In addition to many of the classes being taught by Augsburg professors, they stayed in Urness Hall, were guided in research by Lindell reference librarian Bill Wittenbreer, and ate all their meals in the cafeteria. 6 AUGSBURG NOW Photos courtesy of Phil Adamo AROUND THE QUAD Every day they went to classes and workshops, from eight in the morning until eight at night. Just before bed they would unwind playing medieval board games— not Dungeons and Dragons, but Hnefatafl, a strategy game played by the Vikings! They also watched Augsburg’s first-ever Robin Hood Film Festival. Medieval Minnesota was recently featured in Renaissance magazine (vol.12 #2, issue 54), a national publication that features articles on history, as well as news from Renaissance festivals across the country. The story brought students to the camp from a number of states, including Delaware, Kentucky, Wisconsin, and Iowa. Two of the students who attended the 2006 camp are now enrolled as first-year students at Augsburg. Even the youngest students at this year’s camp have Augsburg on their list of possible colleges for the future. “The camp is meant to be educational and fun, in and of itself. But it’s also part of our recruitment plan for the major here at Augsburg,” said Phil Adamo, associate professor of history and director of the College’s Medieval Studies program. “We hope to have more students at the camp next year. Some of these will be returning students, and others will be their friends,” Adamo said. Medieval Minnesota held a soldout benefit on October 5 to From around the country, 10 high school students spent a week at Augsburg immersed in the history, culture, and customs of the Middle Ages—all part of Augsburg’s Medieval Studies program. (Back row, L to R) Joe Piper, Jack Randleman, Edward Peterson. (Middle row, L to R) Alyssa Perra, Kelly Ryan, Ben Davidson, Liz Ryan, Cambria Rosales. (Seated, L to R) Kayla Fratt, Jessica Larson. provide scholarships for the camp. That’s when former Monty Python member Terry Jones, who is also a well-respected medieval scholar, presented “Medieval Lives.” His presentation attempts to combat the image of the Middle Ages as a time of ignorance, misery, and superstition. Jones’ talk surprises and provokes, and makes you think, and leaves you smiling. At the end of the “medieval camp,” e-mail addresses were exchanged, as well as hugs. The students had only one question for each other: “Are you coming back next year?” There may be new students next year, and different students, but Medieval Minnesota will still inspire them in their love of history. For information on Medieval Minnesota, go to www.augsburg. edu/medievalstudies — Bethany Locke ’11 Bethany Locke is a Medieval Minnesota alumna, assistant counselor, and now is a first-year Medieval Studies major. 705384_CATALOG:705384_CATALOG 7:20 PM Page 9 Photos courtesy of Phil Adamo Second-year physician assistant . a 11/20/07 studies student Kate McKenzie spent time with a couple at Augustana Apartments as part of a graduate course that trains physician assistants, social workers, and nurses to become better skilled in meeting the various needs of older adults. Preparing for the ‘age wave’ In a new five-week summer course, Augsburg physician assistant (PA) students explored issues of aging in preparation for the anticipated needs of the nation’s baby boomers as they become senior citizens. The new course, Multidisciplinary Perspectives on Aging, focuses on building geriatric skills for professional social workers, nurses, and physician assistants. The goal is for older adults to be cared for by teams of healthcare providers working collaboratively to address needs comprehensively and holistically. Meeting one-on-one with older adults to learn about their needs has been part of the PA study curriculum for several years, but this course is the first to consider aging from an interdisciplinary approach. In the future the course will also include graduate social work and nursing students, and upper division psychology students. To shape the program, physician assistant studies professor Beth Alexander and social work professor Christina Erickson partnered with Augustana Apartments and Health Care Center, a nearby community of senior apartments, assisted living, and long-term care. Together with Augsburg alumna Patty Crawford, director of resident services at Augustana, Alexander and Erickson set up three sessions at Augustana where students could learn by directly interacting with residents. At a preliminary session, an interdisciplinary panel broadly looked at issues to offer an appreciation of the diversity of older adults’ lives. At the second session, the PA students spent the morning oneon-one with Augustana residents who are living independently. The students developed interviewing, listening, and relationship-building skills by asking open-ended questions to assess the residents’ social, psychological, spiritual, and medical needs. Second-year PA student Kate McKenzie met with a couple begining to deal with health issues. “This has been very challenging … for the couple,” says McKenzie. “Fortunately [they} have wonderful and supportive children who visit often and help out a lot.” In their final visit to Augustana, students examined specific cases of long-term care residents, reviewing their medical charts and discussing their needs. For McKenzie the class made an impact. “Combining social work, nursing, and physician assistant perspectives on older adult care has helped create a balanced picture of what geriatric care is truly all about,” she says. “There is so much more than meets the eye!” The course began as part of a three-year, $50 million project on gerontology funded by the Hartford Foundation with the Council on Social Work Education (CSWE). Augsburg is one of 72 social work programs across the country selected to prepare social workers to improve the care and well-being of older adults and their families. adults and the growing need for more specialized skills. Augsburg added the interdisciplinary collaboration as part of the College’s initiative to build bridges across programs. The opportunity to partner with Augustana, within a mile of campus, also engages these programs with its neighbors in the community. “The course has changed my opinion of geriatric care altogether,“ McKenzie says. And, meeting the residents of Augustana was something that will remain dear to her. — Betsey Norgard Alexander also recognized the need to better train physician assistant students in this area. She also recognized how often PAs, social workers, and nurses work together in caring for older Elizabeth Baker interviewed a resident to help understand how the role of a physician assistant fits into a multidisciplinary team of health providers caring for older adults. FALL 2007 7 705384_CATALOG:705384_CATALOG 11/20/07 7:20 PM Page 10 AROUND THE QUAD 2 A SPORTS Augsburg College names 2006-07 Senior Honor Athletes, athletic award winners Seven Auggies earned Senior Honor Athlete designation, the highest honor the College gives its senior student-athletes for accomplishment, leadership, and character on the playing field and in the classroom. Three Auggie student-athletes were named Senior Athletes of the Year. The awards were voted on by coaches in Augsburg’s men’s and women’s athletic departments. 2006-07 Senior Honor Athletes Emily Anderson, a biology major and chemistry minor with a 3.39 grade-point average, finished her career as one of the top forwards in Augsburg women’s soccer history. She earned All-MIAC first-team honors in her sophomore and junior seasons. Anderson earned ESPN The Magazine Academic All-District third-team honors in 2005 and was an Academic All-MIAC honoree in 2004. She has been a Dean’s List honoree and was a member of the Tri-Beta national biology honor society. 8 AUGSBURG NOW Jared Evans, a health and physical education major with a 3.27 grade-point average, earned All-American honors three times as a 149-pound wrestler at Augsburg, finishing seventh his sophomore season, fourth his junior season, and fourth in his senior season. He was a part of Augsburg teams that won national titles in 2004-05 and 2006-07. He earned National Wrestling Coaches Association Scholar All-America honors in his sophomore, junior, and senior seasons. Erik Helgerson, an accounting and finance major with a 3.51 grade-point average, was a key member of an Augsburg men’s golf program that showed tremendous growth during his four seasons. Helgerson cut his stroke average nearly five points from his freshman to his senior campaigns and earned All-MIAC honors with top-10 finishes in the league meet three times. Andrew Johnson, a business administration and economics major with a 3.72 grade-point average, was another key member of the Augsburg men’s golf program. He cut his stroke average almost four points from his freshman to his senior campaigns. He earned All-MIAC honors this season, finishing fourth at the 2006 conference meet. He was also a Cleveland Golf All-America Scholar last season. Christopher (Critter) Nagurski, a business management major with a 3.30 grade-point average, was one of the top scoring hockey forwards in the MIAC throughout his career, Nagurski earned AllMIAC first-team honors his sophomore, junior, and senior seasons. In 2006-07, Nagurski finished second on the team in scoring with 40 points, as the Auggies returned to the conference’s postseason playoffs after a three-year absence. He also earned Preseason All-USCHO honors from U.S. College Hockey Online twice. Andrew Neumann, an elementary education major with a 3.46 grade-point average, shined in both football and wrestling. In football, he was named to the AllMIAC first team in both 2005 and 2006 and was an all-region selection by D3Football.com and Football Gazette. In wrestling, he competed twice at the NCAA Division III national tournament as a heavyweight, earning AllAmerican honors, among others. He received National Wrestling Coaches Association Scholar AllAmerican honors in both 2006 and 2007. Shannon Olson, a marketing and communications major (public relations/advertising emphasis) with a 3.66 grade-point average, was a defender of an Augsburg women’s soccer team that qualified for the MIAC postseason playoffs three straight seasons. Olson earned All-MIAC first-team honors her senior season and Academic All-MIAC honors in 2005 and 2006. She was a multiple Dean’s List honoree. A p o A H t j s t t s N C h n D t H M p o h H 11/20/07 2006-07 Senior Athletes of the Year 7:20 PM Page 11 wrestler to win four individual national championships and the second college wrestler (with Cael Sanderson at Iowa State) to finish his career unbeaten and untied, with a 155-0 career record. He also played parts of two seasons of football at Augsburg as a quarterback, and in 2004 he set all of the school’s single-season rushing records. Betsey Norgard 705384_CATALOG:705384_CATALOG y d Aaron Johnson, a health and physical education major, was one of the top forwards in Augsburg men’s hockey history. He earned All-American honors twice, as a first-team selection his junior and senior campaigns. This season, he earned MIAC Player of the Year honors and was one of two NCAA Division III players selected to compete in the 2007 NCAA Pontiac Frozen Four Skills Challenge at the Division I men’s hockey Frozen Four. He was also named a Preseason All-USCHO Division III West Region honoree this season by U.S. College Hockey Online. On Sept. 8, the football jersey of Scott Hvistendahl ’98 was formally retired. He is pictured here with the Gagliardi Trophy as outstanding NCAA Division III player in 1998, and shown with Jostens representative John Abel [left] and coach Mike Matson was one of the top linebackers in the MIAC during his football career, earning AllMIAC second-team honors in 2005 and first-team honors in 2006, while also earning AllMIAC Sportsmanship Team honors his senior campaign. In 2006 he was named to the Preseason All-Division III first team by Lindy’s National College Football Preview magazine, and in both 2006 and 2007 he earned D3Football.com and Football Gazette honors. For more about Auggie athletics go to www.augsburg.edu/ athletics. Scott Hvistendahl’s jersey is retired Jack Osberg [right]. At a halftime ceremony on Sept. 8 during the game against Northwestern College (Roseville, Minn.), the No. 30 football jersey of Scott Hvistendahl ’98 was formally retired. Hvistendahl is one of the top Division III receivers in history, having won, among many honors, the Gagliardi Trophy in 1998 as the division’s outstanding player. In the last game of his career, he broke NFL legend Jerry Rice’s record for receiving yardage with 285 passes for 4,696 yards received. The ceremony marks the 10th anniversary of the 1997-98 football season in which the Auggies captured the conference championship and reached the second round of the NCAA Division III playoffs. Hvistendahl’s honor was held during this Northwestern game because he serves as an assistant coach at the school. The Auggies went on to win the game, 31-26. — Don Stoner n Marcus LeVesseur, a health and physical education major, was one of the top competitors in the history of small-college wrestling. He became the first Division III FALL 2007 9 705384_CATALOG:705384_CATALOG 11/20/07 7:20 PM Page 12 AROUND THE QUAD Augsburg men’s soccer team has the trip of a lifetime in Argentina The soccer players trained at the CEFAR Academy (Centro Entrenamiento Futbol Alto Rendimiento/Center for High Performance Football Training), a private training facility. In addition, the Augsburg group toured the city of Buenos Aires, The Augsburg and CEFAR teams pose for a photo after the teamʼs first game in Argentina. experience gained from the trip was invaluable for the squad. “This experience will be one that will last a lifetime,” said Augsburg head coach Greg Holker. “Our guys played some of the best The team also attended two professional soccer matches in Buenos Aires and experienced the passion that Argentines hold for the sport. They were lucky to have the unique opportunity to tour the training facilities of Boca Juniors, one of the top teams in Argentine professional soccer. “Every day in Argentina is about soccer—it is not just a way of life, but a way to make a life,” Holker said. “Generally speaking, if a young boy growing up in Buenos Aires does not make it in a club, he is likely to fall victim to a life of delinquency. When they play, they are not only playing for passion, but for their lives.” To view daily stories from the trip, along with student-athlete diaries and more than 1,200 photos from the trip, go to www.augsburg.edu/athletics/msoc cer/2007argentina/index.html. Former Argentine professional soccer player and coach Jorge “Coqui” Rafflo coaches the Auggie players. Rafflo is the director of the CEFAR Academy, where the Auggies stayed during their trip to Argentina. often termed as the “Paris of South America.” The Auggies played four games against strong club competition, and though the team only scored one goal in the four contests, the 10 AUGSBURG NOW soccer they have ever played, and faced opponents with qualities they are unlikely to see again. On top of this, they experienced a culture that is not all that different from our own in the United States, with the exception of its incredibly strong sporting passion.” James See (9) brings the ball forward during Augsburg’s game against a River Plate reserve team. David Long (6) trails the play. — Don Stoner Photos by Don Stoner Andrew Seidel plays the ball during an Augsburg scrimmage against a CEFAR squad. Judy Petree The Augsburg College men’s soccer team had the experience of a lifetime in August, traveling to Buenos Aires, Argentina, for an 11-day training and competition trip. Twenty-seven players, along with five Augsburg staff members and several parents and family members, made the trip to Argentina. 705384_CATALOG:705384_CATALOG 11/20/07 7:20 PM Page 13 Making a gift to Augsburg It’s easy to make a donation to Augsburg College. All donations are tax-deductible. SUPPORTING AUGSBURG Putting your IRA to work for Augsburg Vera (Thorson) Benzel ’45 had decided to establish a family scholarship through her estate— until she learned of the advantage of gifting a portion of her IRA now. She and her late husband, Jerold ’51, met at Augsburg. After she graduated with a major in English, Augsburg offered her a job teaching secretarial studies in its business department. After raising her family, she also taught at the Minnesota School of Business. At Augsburg she graduated with a minor in music, and for many years enjoyed her time directing church choirs. Bob and their son, Loren, were both photographers who chronicled the life and culture of Nordic cultures, both in the five nations and among their descendents in Minnesota. In business together for many years, they were the official photographers for at least two Norwegian royal visits. They were also known for the colorful calendar they produced annually in Norwegian, Swedish, and Finnish versions. Gifts online Go to www.augsburg.edu/giving to make a secure credit card donation. You can use the form to make a one-time donation or to set up recurring gifts. Gifts by phone To make a donation by phone, call Kevin Healy, director of advancement services, at 612-330-1619 or 1-800-273-0617. Gifts by mail You can mail your gift to: Development Office, CB 142 Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454 Matching Gifts Many employers and organizations have matching gift programs, and if you are a Thrivent Financial for Lutherans member, you are eligible for additional matching opportunities through the GivingPlus program. For complete information about making a gift, including the types of giving and giving programs, go to www.augsburg.edu/giving. After Loren’s death in November 2006, they established a fund in loving memory of him for students who are art majors studying graphic arts and design. In addition, they established a second endowed scholarship in Bob’s name to assist art students interested in photography. end of this calendar year. The law allows individuals aged 70 1⁄2 or older to make immediate gifts to qualified charitable organizations, including Augsburg, from funds they transferred directly from an IRA. Making a gift using your IRA The Pension Protection Act of 2006 presents a special giving opportunity—but only until the If you are interested in making a gift like this, you will not have to pay taxes on the amounts transferred. You can transfer any amount up to $100,000 on or before Dec. 31, 2007. The transfer counts toward your minimum required distribution as long as you have not yet received your 2007 distribution. The transfer generates neither taxable income nor a tax deduction, so you will receive the benefit even if you do not itemize your tax deductions. The best part of a gift from an IRA transfer is that you can witness the difference your philanthropic dollars make now for students at Augsburg College. Judy Petree The recently established Benzel Family Scholarship honors Jerold and Vera and their children, David ’71 and Ann (Benzel) ’78 Rieck, who both attended Augsburg. Since all of their careers have included business, their new scholarship will assist students who are studying business. Robert ’50 and Ruth Ann Paulson decided to use an IRA to fund a new endowed scholarship, which will provide encouragement and financial assistance to students in graphic design and photography. For information, call the Development Office at 612-330-1613 or 1-800-273-0617. — Betsey Norgard David Benzel ‘71 and Ann (Benzel) ‘78 Rieck (pictured here when they visited campus in September) together with their mother, Vera (Thorson) ‘45 Benzel, have established an endowed scholarship honoring their family from the transfer of funds from an IRA. President Pribbenow enjoyed talking with Robert ‘50 and Ruth Ann Paulson, as they established two endowed scholarships, one that is in memory of their son, Loren. FALL 2007 11 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 14 Courtesy photo SUMMER activities During the summer, students and faculty can be found in interesting and varied activities—research, internships, travel, summer jobs, and more... . Here are just a few examples of where Auggies spent their summer days this year. 12 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 15 Courtesy photo COOKING UP an internship Senior Emily Johnson used her summer job at camp as an internship to learn about the business side of running a camp and understanding the importance of leadership skills. This year she returned as head cook, and everything just fell into place. For a number of summers, Grand Rapids, Minn., native Emily Johnson and her friends spent time at Camp Hiawatha, a Voyageurs Lutheran Ministry (VLM) camp in northern Minnesota. After high school, she found a way to keep returning to camp while earning money for college—working as an assistant in the camp kitchen. Last year, when spring came around, she received a call asking if she would consider taking over as head cook at Camp Vermilion, VLM’s other camp, following the retirement of the longtime cook. She accepted … with trepidation. Johnson is a business management and economics major, set to graduate next May. She plans to use her management experience, combined with a love for the outdoors, to own and manage her own resort some day. After “ “I made all the mistakes there were,” Johnson says, as she talks about what she encountered in figuring out what to serve, how to make it, and how much food to order each week. It was good for me to take what I’ve learned in my classes and apply that knowledge… ” graduation she intends to seek a job at a resort in the Pacific Northwest. She'll bring added expertise in scheduling events from her student work on campus in the Event Services office. Johnson decided to shape this summer’s camp experience into formal learning to fulfill her required internship. She learned and wrote about aspects of business management in her work—how the camp runs as a business; how she could avoid unnecessary costs in ordering food; and how the kitchen staff manage and communicate important camper issues, like food allergies. “It was good for me to take what I’ve learned in my classes and apply that knowledge … away from school,” Johnson says. “It’s amazing how much of it comes into view when you’re in the midst of it. … I also learned how difficult being a good manager is.” Her work involved long hours and a lot of planning to feed campers who vary in age from kindergarten to ninth grade at nearly a dozen different sessions all summer. She was usually in the kitchen by 6:30 each morning, enjoying a brief calm before the day’s routine began. Figuring out what foods the campers would relish, and how much to make were among Johnson’s greatest challenges. Once she figured out some of the tricks to adapt and multiply recipes, she enjoyed borrowing some of her mother’s recipes to try out on the campers. Most of the time they worked well. What she learned included leadership training—values such as patience, compassion, and standing up for yourself— as well as business savvy. “I even felt I was able to contribute to conversations about business matters,” Johnson concludes. “That was a good feeling.” –— Betsey Norgard FALL 2007 13 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 16 OBSERVING Orchids Chemistry major Caryn Quist partnered with a local supplier to obtain the orchid stems needed to study chemical reactions that would help her understand how the costs of growing orchids might be reduced. With a national wholesale value of $100 million, potted orchids are second in popularity only to poinsettias, and the wholesale value is much greater. Thus, discovering how to best propagate low-cost orchids is big business. of phenols (a class of chemical compounds) produced in vitro under varying light and temperature conditions by phalaenopsis, a genus of approximately 60 species of “ The orchid breeder of Orchids Unlimited in Apple Valley thought so as well, so when junior chemistry major Caryn Quist approached him about sponsoring her summer research project, he jumped on board. In the initial stages of her project, beginning in January, Orchids Unlimited was the sole provider of orchid stems for research. Quist’s research focused on determining the total content It’s really exciting, taking this risk and knowing I could make a contribution. ” orchids. Other student researchers included Steve Eichten, studying adjustments with light quality in orchid propagation, and Nick Nelson, researching ways to manipulate the germination process of Ladyslippers. Mark Strefeler, associate professor and department chair of biology, led the research team. “Research is about going into the unknown,” Quist says. “It’s really exciting, taking this risk and knowing I could make a contribution. … It has certainly begun to change the way I observe and formulate questions about the natural world around me, and has given me a chance to see a slightly different side of academia. I feel really fortunate to have had this research opportunity.” While the summer research didn’t uncover any great discoveries, Quist considers it time well spent. “I learned how to do tissue cultures, and learning the process itself took a lot of time. We also ran into contamination issues, which slowed things down. … This fall, I expect more results.” Quist will continue her research through the coming year and eventually pass it on to a younger student. Through its Summer Research Program, Augsburg’s Office of Undergraduate Research and Graduate Opportunity (URGO) students are given opportunities to explore theoretical and practical questions in depth under the mentorship of Augsburg faculty. For more information on summer research projects and URGO, go to www.augsburg.edu/urgo/. — Bethany Bierman 14 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 17 MUSIC to help the brain heal Senior music therapy major Holly Tapani studied the importance of multidisciplinary support for students with brain injuries to give them the best college experience. inadequate to treat the increasing numbers of survivors in rehab centers. And not many colleges are prepared to support brain injury survivors who want to pursue higher education. Last semester, in one of Holly Tapani’s music therapy courses, music and movement were incorporated into the learning of two Augsburg students who are survivors of traumatic brain injury. She immediately saw the benefits of music therapy to their learning, and she began imagining ways to also improve their overall college experience. “ Tapani understands the urgency of this work. More and more young people are recovering from brain injury, which is coming to be known as the “signature” injury of the Iraq War. The holistic therapies designed to go beyond the medical needs and address the social, emotional, cognitive, and physical aspects of brain injury are totally This is just the small beginnings of the program ” Tapani sought funding through Augsburg’s Undergraduate Research and Graduate Opportunity (URGO) program to formally study the activities of the music and movement class—an opportunity to carry out needed research that can help future students. She interviewed the two braininjured students who participated in the class—both of whom have been successful academically despite their impairments from brain injury. Tapani asked them about the various types and levels of support they’ve received from campus resources, as well as from families and friends. The students reported general satisfaction in addressing their physical and cognitive needs, but they felt they lacked many of the social and emotional experiences typical of college students. Tapani proposed a program that pairs student survivors oneon-one with a student mentor who can manage the multiple aspects of support, beyond classroom tutors, for the survivors and help to make their college experience more normal. “This is just the small beginnings of the program,” Tapani says, but it will help colleges understand a need to develop the staff and knowledge to offer broader support to this growing population of students. In order to launch the mentor program, a benefit concert in September featured the trendy pop-rock band, The Abdomen. Next year, Tapani will complete a six-month internship, hopefully at a rehabilitation center, and graduate. Her long-term goal is to specialize in neurologic music therapy, further pursuing her interest and research in working with brain injury survivors. — Betsey Norgard FALL 2007 15 11/20/07 7:21 PM Page 18 AUGGIES at AMNICON Courtesy photo 705384_CATALOG:705384_CATALOG (L to R) 2007 grads Erik Hinderlie, Ted Fabel, Brett Cease, and senior David DeBlock spent the summer as canoe and backpacking guides at Camp Amnicon. Three recent Augsburg graduates and one senior spent their summer working as guides for canoe and backpacking trips around the heartland of Northern Minnesota, Michigan, and Wisconsin. “ adventure trips—kayaking, backpacking, Voyageurcanoeing—and retreat programs for youth and adults. “What makes Amnicon so foster agency programs,” says Cease. “Many of these kids have never had the opportunity to spend a week of their lives outside before. … I have never seen such profound change and positive growth come out of a week of a young person’s life than the work I get to take part in at Amnicon,” Cease continued. Many of these kids have never had the opportunity to spend a week of their lives outside before … Erik Hinderlie ’07, Ted Fabel ’07, Brett Cease ’07, and David DeBlock ’08 were guides at Camp Amnicon, an outreach of Central Lutheran Church in downtown Minneapolis. For 40 years, Amnicon has offered both ” unique is its strong commitment to getting the majority of its campers from at-risk groups throughout the state, whether from inner-city, reservation, or The groups visit areas including Lake Superior, the Brule and Namekagon Rivers, the Sylvania Wilderness, and the Apostle Islands. On some trips, campers paddle as a team in 34-foot Voyageur canoes on Lake Superior or in Voyageurs National Park. “Being canoe guides is undoubtedly one of the most inspirational havens in our lives,” says Cease of the experience he and the others have had. “It is because of places like Amnicon that I am continually reminded of the importance of building an intentional and caring, supportive community, like that which was modeled at Augsburg.” To read more about Camp Amnicon, go to www.amnicon.org. — Bethany Bierman 16 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 19 ADVENTURES IN HAITIAN MUSIC After teaching for years about work songs in various cultures, Stacke traveled into the Haitian hills and recorded sugar Bob Stacke cane workers playing a This was Bob Stacke’s fifth summer trip to Haiti as a volunteer band director and music teacher, but this year’s adventure he calls one of the most spectacular things he’s ever done. For Stacke, Augsburg’s band director, associate professor, and music department chair, one big difference in this year’s sojourn was the chance to spend the first two weeks there with his photographer daughter, Sarah Stacke, who is a staff photographer for the Minnesota House of Representatives. Another was that being with her also made it easier for him to pursue his own hobby, which also happens to be photography. Their first adventure, and Sarah’s assignment, was a week in Port Salut, where she shot photos for a non- governmental organization providing health care in southwestern Haiti. Bob’s highlight was traveling into the hills there and listening to the call-and-response work “ I think I learned more than they did. ” songs of the sugar cane workers. He says for years he’s been teaching about the cultural role of work songs in marking rhythm and giving structure to tedious work, but this was the first time he’s heard it live in the field. He documented the workers, their instruments, and songs in both photos and recordings. variety of homemade instruments. Sarah’s second assignment was photographing projects of Yéle Haiti, an organization started several years ago by GrammyAward winning Haitian recording artist Wyclef Jean. His foundation provides resources and inspiration targeted at Haitian youth, with music infused throughout. Yéle Haiti’s programs include food distribution, health care, education scholarships, films, sports, and music programs, which involve thousands of people and reach far into the poorest and most violent Haitian neighborhoods. But Bob’s primary reason for being in Haiti was to teach band and percussion at the Holy Trinity Episcopal School summer music program in Portau-Prince. Professional musicians and music students keep returning as volunteers to teach in this summer program, working with Haitians ranging in age from elementary kids to young people well into their twenties. “This experience was so much fun,” Bob says. “I teach them Western music all day, and all night they teach me how to play their music. I think I learned more than they did.” He describes their music as incredibly complex and driving, with meters that defy barlines, and with countermelodies and melodies laid on top. Next year he’ll likely return to Haiti. But before that, he’ll lead a two-week study trip for Augsburg students to Jamaica to reconnect with the second of his three favorite Caribbean music traditions—Haitian, Jamaican, and Cuban. ■ — Betsey Norgard FALL 2007 17 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 20 © 2006 lEssence for Voca Conlin Kathryn Immersed in Bolcom by Betsey Norgard Augsburg students Kristen Lueck and Bri’Ann Wright struggled for weeks to feel comfortable with the four-hand piano piece they would play in concert, with the composer in the audience. Little did they know it would be a world premiere. For several weeks in the spring, music students and faculty in the five Associated Colleges of the Twin Cities (ACTC)—Augsburg, Hamline, Macalester, St. Catherine, and St. Thomas—enjoyed a rare experience to explore and absorb the musical genius of a single composer, William Bolcom, winner of a Pulitzer Prize and four Grammy awards. Through master classes, concerts, and coaching, they interacted collectively and one-on-one with this most interesting and eclectic composer. It was all part of the “Illuminating Bolcom” festival, organized by 18 AUGSBURG NOW Brian 11/20/07 7:21 PM Page 21 n tt Holma Brian Sco The centerpiece of the Bolcom festival was a huge, multimedia concert, including video images of William Blake’s illustrations for his poems, showing here “The Tyger.” Bolcom’s popularity is often attributed to the accessibility and variety of his music, often an eclectic borrowing across musical genres. Songs of Innocence and of Experience, for example, includes a country western rendition of “The Shepherd,” and ends with a raucous, Bob Marley-reggae interpretation of “A Divine Image.” Beyond composing, Bolcom keeps a busy performance schedule accompanying his wife, Joan Morris, a versatile mezzo-soprano cabaret singer. (Minnesotans may be surprised to discover that Bolcom wrote “Lime Jell-O Marshmallow Cottage Cheese Surprise,” a cabaret tune made popular by Morris and often played in the context of Minnesota local culture.) Ragtime music is another of Bolcom’s musical passions, and the recordings he made in the 1970s of Scott Joplin’s music are often considered the force behind the revival of ragtime music and the inspiration for the rags that Bolcom himself composed. Exploringgenius It was all part of the “Illuminataing Bolcom” festival, organized by Philip Brunelle and his Twin Cities ensemble, VocalEssence, and involving many of the area’s top performing arts organizations. Star Tribune music critic Michael Anthony predicted that this festival might prove to be the Twin Cities’ ACTC faculty and music students enjoyed more than a dozen opportunities to connect with William Bolcom in lectures, coaching sessions, and performances. For his consideration, they prepared selections of his works for voice or instrument, for solo performance or in ensembles, as in the following highlights: “classical event of the year.” Courtesy photo s 705384_CATALOG:705384_CATALOG Versatilecreativity William Bolcom is a down-to-earth pianist, teacher, and composer—and clearly was grateful and completely engaged in the two-week attention to his work. A child prodigy pianist by age 5, he began studying music at the University of Washington at age 11, and went on to study with composers Darius Milhaud and Olivier Messiaen. Since 1973, he has taught at the University of Michigan. “Illuminating Bolcom” presented a diversity of his gospel, chamber, classical, and stage music. The festival centerpiece was a multimedia concert at Orchestra Hall, “Songs of Innocence and of Experience,” presenting the 46 poems of William Blake’s collection of the same name, set to music by Bolcom. The 2005 recording of this work won four Grammy awards. May music graduate Bri’Ann Wright (right) and music therapy major Kristen Lueck (left) played a 30-year-old piano piece by Bolcom (center) that turned out to be a historic performance. FALL 2007 19 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 22 Lecture/Recital—At the University of St. Thomas, Bolcom The music has been called “monumental”—46 numbers, with lectured about his own process for composing the music in sound ranging from classical to ballad to gospel to country Blake’s Songs of Innocence and of Experience. The evening western. Stacke, associate professor and chair of the music recital, which he attended, focused on performances of the department, called it “about the hardest music he had ever same Blake poems set to music by a variety of other composers, played, but just amazing.” and included performances by Augsburg students—sopranos Meghan Sherer, Kaila Frymire, and Evelyn Tsen; and tenors Surprisepremiere Andrew Kane and Brian Halaas; accompanied by Kirsten Bar Schubert Club Courtroom Concert—Wright and classmate (oboe), Melody Buhl (clarinet), and Jerusha Sunde (piano). The Kristen Lueck had an even more amazing personal Bolcom program also included faculty soprano Janet Gottshall Fried, experience when they played in the concert sponsored by the and Sonja Thompson, who provided accompaniments. Schubert Club, featuring ACTC students. Student Composer Master Class/Band Rehearsal—Senior music For that concert, they had been given a four-hand Bolcom performance pianist Bri’Ann Wright was a student in Carol piece, called “Abendmusik,” which he had written for his piano Barnett’s music composition class that Bolcom visited. She and teacher, married to an astronomer. classmate Adrian Moravec were writing and preparing a piano film score accompaniment to the 1920s German silent film, “It’s a cosmic, ethereal piece; very slow, with chords appearing Pandora’s Box, being shown on campus. The task was all over the piano, out of the air,” says Wright. It’s also “very daunting—to compose, play, and improvise music to fit the film. difficult, obscure, and abstract,” she continues, “and you can't Playing their score for Bolcom proved invaluable, as he gave wrap your ears around it easily.” them tips for how to use the piano more effectively with film. Lueck says that in practicing it, they counted for months just to Faculty Chamber Music Concert—At Hamline University, in a get the rhythm and timing in their brains. Only a few weeks concert titled “A Little Night (Chamber) Music,” faculty from all before the coaching session with Bolcom preceding the five ACTC colleges, including Augsburg faculty Merilee Klemp concert, she says, the piece had “just begun to gel in our (oboe), Jill Dawe (piano), and Angela Wyatt (saxophone), minds and fingers.” performed a series of Bolcom’s chamber works all containing night themes. Rebroadcasts of portions of this concert on At the coaching session, Lueck says, Bolcom was very laid Minnesota Public Radio extended its listening audience. back. He made some random remarks and confirmed their dynamics for portions of the piece. He also made a passing Lecture in Music History Class—Just as Klemp’s music history comment that in 30 years he hadn’t seen that piece again nor class was completing a study of 20th-century music, they had a heard it played. visit from Bolcom, one of the composers they had been studying. Roberta Kagin, associate professor of music and Wright and Lueck opened the concert with “Abendmusik.” director of the music therapy program, attended the class and When Bolcom was asked to explain the piece to the audience, observed that “Students opened their music history textbooks he mentioned that it had never been performed. and were reading about him, as he stood in front of them.” “So,” declared emcee Randall Davidson, Augsburg’s fine arts “Songs of Innocence and of Experience”—Three Augsburg manager, “this is a world premiere!” Wright and Lueck were faculty members—Klemp (oboe), Bob Stacke (percussion), and then brought back on stage for accolades and hugs. Matt Barber (percussion)—played for “Songs of Innocence and of Experience,” the centerpiece concert at Orchestra Hall. “It was an huge, overwhelming honor,” Lueck said of the Faculty member Steve Lund was the orchestra contractor. It was performance, “and a privilege to work with Bri and [Bolcom]. a gigantic performance, illuminating in vivid sight and sound the … Playing for him was an affirmation of our work.” And a very poetry of William Blake, with 13 soloists and three choirs, lucky day for two unsuspecting college music students. supported by an orchestra of 95 players. All through the concert, striking video images based on Blake’s own illustrations Students Tammy Smith (flute) and Nikki Lemire (harp) also for his poems were projected on a huge screen. played in that concert, performing two selections from Bolcom’s “Celestial Dinner Music.” 20 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 23 Kathryn Conlin for VocalEssence Courtesy photo Senior Tammy Smith received coaching from Bolcom, along with recent grad Nikki Lemire on harp, for his piece they would play in concert. May music graduate Bri’Ann Wright (left) and music therapy major Kristen Lueck (right) walked off stage to applause, not yet realizing they had just performed a world premiere by one of the country's leading composers. Learnerstogether A collaborative grant from ACTC, conceived by Davidson, Bolcom’s settings to the Blake poetry. At Augsburg, this included funded the various activities that aimed to involve faculty and students in the Honors Program and British literature course who students from at least three ACTC schools at each event. explored the poetry from the perspectives of the music. Klemp says that the ACTC collaboration afforded valuable Davidson was thrilled with the impact of the Bolcom festival. opportunities for everyone involved. Students and faculty were “Rarely has an American composer been celebrated like this,” learners together as they worked with a master teacher. he says. “The festival has given our students extraordinary access Students became music professionals as they worked side-by- to Bill Bolcom, and will remain an important point of reference in side with their own teachers to prepare Bolcom’s music for their lives for years to come; there is no substitute for first-person master classes and performance. And, student and faculty experiences. Augsburg’s participation helped build deep and from the five colleges collaborated to sample a wide variety of lasting partnerships within the Twin Cities’ world-class arts the musical genres that make up this composer’s life work. community and a premier fine arts program at the College.” ■ The Bolcom festival and the ACTC grant also encouraged To read more about the Bolcom festival, go to students and faculty in disciplines outside of music to examine www.illuminatingbolcom.org. FALL 2007 21 11/20/07 7:21 PM Page 24 Courtesy of Guyanese Outreach 705384_CATALOG:705384_CATALOG substitute taught at vocational and technical schools, eventually earning a bachelor’s degree in industrial technical education at the University of Minnesota and securing a full-time teaching position in apparel arts at Minneapolis Technical College. During this time, she began to dream of going back home to help the Guyanese people living in poverty, a vision she planned to follow in her retirement. Singh’s life changed, however, with auto accidents that left her with long-term disabilities, unable to continue teaching. In 1993 she felt compelled to address the vision and answer the call. She made plans to return to Guyana, together with two of her sons—John, who graduated from Augsburg in 1983, and Earl. “As long as this is what I am called to do, they would support me,” she says. Guyanese Outreach Singh tells of feeling fearful that she had nothing to offer the Guyanese officials, whose help she needed to secure resources and locations for her work. founder Ruth Singh helps a child learn to read. Faith, vision, and a call to Guyana by Betsey Norgard Ruth Singh’s story is about paying attention to a vision. It’s about answering a call. And it’s about how life can bring this about unexpectedly. For the past 13 years, Singh has been responding to a call she received from the Lord to return to her native Guyana to help her home country meet its basic needs in poverty. As she has traveled back and forth in these years, the vision has been transformed from strictly 22 AUGSBURG NOW providing humanitarian relief to creating programs that help people escape systemic poverty through education. Singh first came to the U.S. from Guyana in 1957 with her husband, who was studying on a scholarship. She studied home economics at Augsburg, and has fond memories of Dean Gerda Mortensen’s days on campus. The Singhs returned to Guyana in 1960, but stayed only three years. When they came back to the Twin Cities in 1963, Singh concentrated on raising her four sons. In 1979, the Singhs divorced, and Ruth decided to return to school. With good skills in sewing and embroidery, she studied and “Lord,” she recalls praying, “address my fears … you could let me help You [in Guyana] by helping me walk boldly into those [government] offices.” Three months later, she had plans to teach women to sew. It was clear that she would not move to Guyana but keep her house in the Twin Cities and travel back and forth, so that she could collect shipments of materials to help meet basic needs in her home country. In 1995, her fledgling organization, Guyanese Outreach (GO), sent its first container of relief items—clothing, toys, medical and dental supplies, and other basic necessities. She recruited women for her sewing classes, with the initial meetings taking place in Hindu temples, and began teaching and sharing the gospel with them —without electricity, on pedal sewing machines, and with many women who couldn’t read or understand to sew with patterns. h d r s n m 11/20/07 7:21 PM Back home, GO found a home base at Brooklyn Park Lutheran Church, and partnered with several other congregations, including Hope Lutheran Church, to collect the materials and money to begin expanding their work. In 1997, GO secured an old building in Guyana, without roof, windows, or doors. Several spaghetti dinners later in Minnesota, they had raised funds to help repair and rehabilitate it as a vocational center. In the past decade, the work of Guyanese Outreach has exceeded all expectations. Beginning with sewing and computer classes in the two rooms at this building, they have added after-school reading programs, additional sewing and crafts classes for all ages, Internet access for the community, and a library of more than 6,000 books. In addition to teaching out of their Vo-Tech building, they arrange for a number of after-school satellite locations, mostly in churches. Page 25 warm milk and some snacks when they arrive. The program also gives monthly basic food staples to the families of participating children. A second primary-level program, TOPS, targets children who were not able to pass the Grade 6 exam. GO teaches them sewing and crafts to build their vocational skills and self confidence for making a good living. A future plan for GO is to address the special needs of these TOPS students and return them back to the normal track to receive their school diplomas. Teams of GO volunteers travel to Guyana for short terms, and recently more mission trips are being arranged, mostly through STEM (Short Term Evangelical Missions). GO also partners in-country with NGOs, and is working with both VSO and Peace Corps volunteers to set up classes, train teachers, and provide some management. Ruth Singh’s vision doesn't end here. GO's space and resources are now stretched to the limits, and for several years they have been negotiating with the government and searching for a new location. GO’s ongoing Gateway Project proposes a new 17,000 sq. ft. architectdesigned center that offers space for classes as well as for mission groups, and is just waiting for sufficient physical and fiscal resources. Guyanese Outreach 705384_CATALOG:705384_CATALOG In the Twin Cities, Guyanese Outreach has a volunteer board, currently headed by Teacher Olivia Phillips’ after-school reading class at the Streams of Power Church John Olson. His first involvement always begins with a warm cup of milk. with GO was packing crates of supplies to send to Guyana. In the shift from humanitarian Computer classes teach the basics of Two years later, he joined the board, and relief to job training classes and teaching, now heads plans for the Gateway it is Singh's firm belief that “the way to help computer literacy to all ages, and Singh says there are few government offices there Project. On Oct. 7, a benefit concert this generation and future generations is that don't have workers who were past featuring Christian music group to help them through education.” students in GO’s computer classes. “downhere” was held. In 2005, after-school classes were One of GO’s newest programs teaches sex Singh continues to travel back and forth launched for primary students ages 6-11 education to teenagers, using the to Guyana, more and more frequently to build functional literacy through abstinence curriculum developed by Dr. dealing with various government offices reading, writing, and spelling. They focus James Dobson, in order to confront the high as their program expands—something on phonics, in cooperation with the local rates of HIV/AIDS, the highest in the Western that may now be easier than those first school system. The goal is to help students Hemisphere except for Haiti. offices she tried to boldly enter 13 succeed on the Grade 6 examination, years ago. thus enabling more children to enter the All of GO’s classes are offered at no cost to secondary level track rather than the participants, except for the higher level “We’re small,” she asserts, “but the fruits vocational education. So far the program computer classes, which have a very we yield are phenomenal.” ■ has served around 500 children, and modest fee. The only paid employees at continues to expand to other villages as GO are the local staff in Guyana. The funding becomes available. teachers, for the most part, are untrained in teaching. GO provides training in phonics, Since the children come at the end of reading, or their subject material, plus a their school day, often hungry, Singh small stipend. forged a partnership with Food for the Poor to provide the children a cup of FALL 2007 23 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 26 SOCIAL WORK for by Holley Locher, together with Michele Braley ’96 MSW and Nils Dybvig ’96 MSW SOCIAL justice a uthor Thomas Friedman coined the phrase, “the world is flat,” to describe the process by which society has become global and interdependent. In this context, social workers are obligated to address social injustices at every level and be culturally competent and responsive to people from all corners of the world. Two Minneapolis social workers have traveled many miles to do this. In 1996, after graduating from Augsburgs Master of Social Work program, husband and wife Nils Dybvig and Michele Braley quit their jobs, moved to the State of Washington, and decided they would quit their jobs again in 10 years. So, in September 2006 they took a year’s leave from their jobs and left for Barrancabermeja, Colombia, in the Magdalena Medio region of oil production, mining, and agriculture. 24 AUGSBURG NOW y r 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 27 They are volunteers with Christian Peacemaker Teams (CPT), an the role of U.S. tax dollars in Colombia and works through Congress organization that devotes the same amount of discipline and to convert this funding into social and economic development self-sacrifice to nonviolent peacemaking as armies devote to funding. In June the U.S. House of Representatives passed a war. CPT places violence-reduction teams in crisis situations and revision to Plan Colombia that reduces military aid and increases militarized areas around the world. To date, Braley and Dybvig development aid; similar actions occurred in the Senate. have been working primarily in rural areas with Colombians who have been threatened with violence and feel more comfortable Braley and Dybvig spend their days attending meetings and with an international presence. And violence is definitely visiting with people in rural areas. For instance, Braley tells of one something that Colombians have lived with every day—for at weekend that she and her husband spent in a small community least 40 years. on the Opón River. In the early 1960s, amidst a climate of great social and economic “This is a community that was violently forced off their land several inequality, two left-wing guerrilla groups (the FARC and the ELN) years ago,” she says. “CPT was invited to Colombia to assist this formed, partly in response to the struggle for access to land rights community in returning. Currently, a team from CPT takes the two- on behalf of poor farmers. In the 1980s, large landowners and hour canoe ride to the community every week to spend time with drug traffickers privately funded paramilitary groups (still in the people. Most of the time is spent in people’s homes, but we existence) that oppose the guerrilla groups. While these also stop to talk to any armed groups in the area to let them know paramilitary groups often work in concert with the Colombian who we are, and to ask them to respect the rights of the local military, they are not officially affiliated with the government and people.” are, therefore, able to use aggressive—often horrifically cruel and violent—tactics. The paramilitaries are responsible for 70% of the The goal for a visit Dybvig made to an indigenous community was human rights violations against civilians. “to make them [the people] more visible by publicizing their struggles in an area that has a strong presence of both the FARC It is sad to note that many of the casualties in Colombia's war are and the paramilitaries.” not members of any armed group, but civilians. Guerrilla groups accuse civilians of collaborating with the Colombian military and On an 11-day trip in April, Braley and Dybvig traveled to Mina paramilitaries and vice versa. It is a vicious cycle that claims the Caribe, a rural mining village to bring an international presence to lives of nearly 3,000 Colombians each year. In the last 20 years, a five-day leadership training school, followed by a general over 3.6 million people have been forcibly displaced by violence assembly of more than 100 miners and farmers. Dybvig wrote, “we or the threat of it-more than in any other country of the world took a bus for three hours, then a taxi, then traveled an hour by except Sudan. boat, then another taxi, then two hours by four-wheel-drive truck, and finally three more hours by mule.” , The United Nations now calls the situation in Colombia the worst humanitarian catastrophe in our hemisphere. Through Plan When Army soldiers showed up as the assembly was to start, Colombia the U.S. has sent $4.7 billion to Colombia since 2000, tension increased. The local residents had already been victims to 80% of that as military aid. CPT works to educate others about harassment and detentions; and a mining federation leader had FALL 2007 25 11/20/07 7:21 PM Page 28 Courtesy photos 705384_CATALOG:705384_CATALOG Much of Braley's time is spent getting to know community members and attending their meetings, which often focus on health and economic issues. Michele Braley and Nils Dybvig apply their social work and peacemaking skills to support rural communities in Colombia threatened by the military presence and illegal armed groups. been killed earlier by the same battalion. Several hours of many death threats that the government was forced to drive discussions that CPT and other organizations had with the Army her around in an armored vehicle for her protection, as a human sergeant, plus calls from the government’s human rights rights issue. ombudswoman to the battalion’s commanding officer, finally resulted in orders for the Army to leave town. Braley believes they are immersed in “what I think is some valuable social justice work where we are definitely challenged Braley and Dybvig have noted many similarities between the to use our social work skills. … We are lucky to partner with great work they do in Colombia and social work in the U.S. They assert Colombian organizations, and it is interesting to learn how they that while the violence in Colombia is motivated by different provide social services to a rural population plagued by violence reasons and while community organizers risk their lives nearly and the legacy of 40 years of an armed conflict in this country.” every day to bring about change in their communities, some of the outcomes and struggles are analogous to those in “The work of CPT is very much in line with our social work values; Minneapolis. In one instance, after speaking with several young we work in communities where we are invited, and our presence men engaged in illegal fishing, Braley says “… these men allows others to make changes in their lives.” Braley says. “We reminded me so much of the men dealing drugs in Minneapolis. don’t come in with answers. And, we work to change policies in [They have] limited education, attraction to easy money, and our own country that are impacting the situation here.” the idea that their life could end by violence at any time. So why bother to play by the rules?” Dybvig and Braley were back in Minnesota for two months during the summer, but decided to spend one more year with They also see similar practices among women’s organizations in CPT and returned to Colombia in early September. both Colombia and the U.S. that move people from poverty to self-sufficiency. According to Braley, “To walk into their offices or To follow their work, go to www.nilsandmichele.blogspot.com. talk with their staff, you could not tell the difference from one of our programs in the U.S., if it weren’t for the language.” That is, Holley Locher is program coordinator in the Master of Social until she says that the director of the organization received so Work program. Michele Braley has served as an adjunct professor in the Social Work Department. 26 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:21 PM Page 29 ALUMNI NEWS From the Alumni Board president … Greetings fellow Auggies, There is something special about fall. While during summer we typically take time away from school and work, fall is when we return to our routines and reconnect with friends and colleagues. And so it is with the Augsburg Alumni Board. We enter fall with high aspirations for achieving our strategic goals, which are primarily centered on making connections with various campus and affinity alumni groups, participating in campus events, and ensuring that we tell the stories of our alumni. In order to achieve these goals, we need your help! • Become an Alumni Board volunteer for special projects or participate in alumni-sponsored events • Talk to your Augsburg friends and classmates about getting involved in the greater alumni association • Nominate special alumni or friends of the College for Distinguished Alumni, First Decade, or Spirit of Augsburg awards • Participate in the Career Networking event with current students • Sign up for Augsburg’s online community at www.augsburg.edu/alumni • Become a member of the alumni association The alumni association is not just a group of people who sit on the board. It is about providing an avenue for expression of our gifts and talents. It is about making a difference and conducting “real work.” And, finally, it is about you! So, are you interested in reconnecting with old friends and making new ones? Do you need more information about what we are doing and where we are going? If so, contact Heidi Breen, at breen@augsburg.edu. Welcome! New members join Alumni Board At the June meeting of the Augsburg Alumni Board, Buffie Blesi ’90, ’97 MAL, began her term as president. The other officers are: Joyce Miller ’02, vice president; Carolyn Spargo ’80, secretary; Chad Darr ’04, treasurer; and Barry Vornbrock ’96 MAL, past president. Three new members joined the Alumni Board at this meeting: Daniel Hickle ’95 graduated with a major in journalism and a minor in economics. At Augsburg, he wrote for the Echo and interned with the Career Services Office, where he worked on a monthly newsletter for graduating seniors. He also worked off campus with autistic adults and children to help them develop socialization skills. Hickle owns and operates Fortis Agency, a full service insurance brokerage, in Brooklyn Park. On the Alumni Board, he would like to help further Augsburg’s mission in the community. Jim Kline ’01 MAL, served as a student representative on the Graduate School Committee. He received his bachelor’s degree from Southwest College in Winfield, Kan.; he is a retired Marine Corps colonel, and has 35 years of leadership and management experience. Kline is vice president of operations at SICO America Inc. in Minneapolis, and is responsible for the operations of three factories and product development. He is serving on the Alumni Board to show his support for liberal arts education. Lee Anne (Hanson) Lack ’67 had double majors in German and English. While attending Augsburg, she wrote for the Echo, sang in the Women’s Choir, was involved in theatre, and helped plan many events, including the Honors Day Assembly, Religious Emphasis Week, and the Spring arts event. Known as having a knack for making people laugh, she values diversity, justice, and kindness. Lack is an assistant financial associate in charge of financial products and service sales at Thrivent Financial for Lutherans in Golden Valley. On the Alumni Board, she wants to remain connected in a meaningful way and make a significant contribution to the school she loves. The mission of the Alumni Board is to support and serve Augsburg College in its stated mission and to actively promote involvement of alumni and their giving of time and resources to the College and the Alumni Association. Buffie Blesi ’90, ’97 MAL President, Augsburg Alumni Board FALL 2007 27 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 30 ALUMNI NEWS Experience Spain and Portugal—March 2008 Visit Greece and Turkey—October 2008 You are invited to join an Augsburg alumni group to visit Portugal, Morocco, and Spain, from March 27–April 6, 2008. Alumni and friends are invited to join religion professors Phil Quanbeck II, accompanied by his wife, Augsburg regent Dr. Ruth Johnson, and Mark Tranvik for educational travel in October to the cradle of western civilization and early Christianity, Greece and Turkey. The 11-day tour begins and ends in Lisbon, Portugal, and includes two nights in Lisbon, two nights in Madrid, two nights in Tangier, two nights in Seville, and one night in Granada. All along the way stops will be made for site visits. The land portion of this trip is $1499 each based on double occupancy. A few single supplements are available for an additional $319. Airfare is additional, and can be booked by you or arranged for you. Current airfare with Trafalgar Air is approximately $995. For further information and a brochure, contact the alumni office with your name and address at alumni@augsburg.edu. To reserve a place on the tour, a $200 deposit is required; if you choose Trafalgar Air for your round-trip airfare, an additional $100 is needed. Reservations must be made by December 10 and space is limited. This tour is sponsored by Augsburg A-Club, and a portion of the proceeds will benefit Augsburg. The tour begins in Istanbul, the capital of the Roman, Byzantine, and Ottoman Empires and travels along the Aegean coastline to the port of Kusadasi. From there, a two-night cruise through the Greek islands of Patmos, Rhodes, and Santorini arrives in Athens. This study tour explores the history, culture, and legacy of the Greco-Roman world and cities associated with the Apostle Paul and the rise of early Christianity in the Greek and Roman context. The tour looks at the legacy of the Byzantine Empire and considers the rise of the Islamic empire of the Ottoman Turks, with some attention to modern Turkey. The tour concludes with Athens and Corinth, with a visit to the Parthenon on the Acropolis and Mars Hill. Granada, Spain Athens, Greece The tour includes visits to museums, open air archaeological sites, and modern cities, with expert local guides. The tour leaders provide lectures and insight from their previous travel in this region and their fields of study and expertise. For further information contact Phil Quanbeck II at 612-3301006 or quanbeck@augsburg.edu. Santorini, Greece 28 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 31 CLASS NOTES 1951 1981 1989 1994 Rev. Leonard E. Dalberg, Buellton, Calif., is a retired pastor and was named California’s Volunteer of the Year by the California Association of Homes and Services for the Aged. His wife, Annabelle (Hanson) ’52 continues to serve as church organist. She began playing the piano for Sunday School as a teenager 65 years ago. The photo shows them at Minnehaha Falls in Minneapolis in August 2006. Karla (Morken) Thompson, Pine Island, Minn., is a physical therapist at Mayo Clinic in Rochester, Minn. In June 2007 she was certified as a clinical specialist in orthopaedic physical therapy and celebrated 26 years at Mayo Clinic. Her son, Danny, is an Augsburg sophomore. Jody K. Johnson earned a master’s degree in community counseling at University of Wisconsin-River Falls and works as a child protection social worker. She and her husband, Mike, have four children, ages 7 to 14. The two youngest are adopted from India and Korea and have special needs. Carley (Miller) Stuber, and her husband, William, Shakopee, Minn., welcomed the birth of their daughter, Carolyn Sophie, on March 30, pictured here with big sister Kirsten, 23 months. 1968 Gretchen (Strom) Schmidt, Ventura, Calif., has retired and began an 18-month road trip in July with her husband in their “fifth wheel.” At the end of the trip, they’ll settle in South Carolina. 1978 Julie Anne (Johnson) Westlund, Duluth, Minn., has been director of career services at the University of MinnesotaDuluth since 1988. This year she received the John Tate Award for Excellence in Advising from the University of Minnesota. jwestlund@umm.edu 1982 Laura (Lam) Redding, Samois-sur-Seine, France, has published Late Blossom, a chronicle of wartime Viet Nam, and a memoir of life, loss, and love. She is a refugee from Viet Nam, who graduated with a degree in business administration. Princeton University has identified Late Blossom as required reading for a new graduate course on the Viet Nam war era, and a university in Japan is also interested in using the book in their Southeast Asian Studies Department. In Paris, several book clubs have selected it for reading, and a French translation is expected soon. 1992 Heather (Wagner) Rand, Duluth, Minn., was a candidate for the District 3 Duluth City Council seat. She works as Duluth planning commissioner and chair of the citizen committee that developed the Duluth Comprehensive Land Use Plan. She is also a Duluth heritage preservation commissioner and a higher education commissioner. 1997 Paul Cicmil, Minneapolis, began in July as one of two undergraduate representatives (recruiters) for DeVry University in the Twin Cities at its Edina Center. Read more about Laura and Late Blossom at her blog, http://lauraonvietnam.blogspot.com Join the Augsburg Online Community • Keep in touch with classmates • Find out what’s happening on campus • Change/update your address and e-mail www.augsburg.edu/alumni FALL 2007 29 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 32 CLASS NOTES Carolyn Herman ’05 and Tessa Flynn ’05 1998 2004 Jamie Larkin married Kelli Leick on Jan. 27, 2006; they live in White Bear Lake, Minn. On April 18, they welcomed the birth of their son, Jack Thomas. Kerry Lynn (Keller) married Cole Patrick Bryan ’03 on Aug. 25, 2006; and they live in St. Michael, Minn. Cole is in purchasing and sales with RoadRite Truck Sales. klkeller82@yahoo.com Carolyn Herman and Tessa Flynn, were honored June 22 by Admission Possible as the AmeriCorps Members of the Year at Admission Possible. AmeriCorps volunteers work with this program to help economically disadvantaged students gain college admission. Minneapolis mayor R.T. Rybak proclaimed June 22 as Carolyn Herman Day in Minneapolis, and June 24 as Tessa Flynn Day, for serving the citizens of Minneapolis admirably, with passion, pride, and unending commitment to [their high schools] and to [their] students. Herman worked at Patrick Henry High School and helped 34 seniors gain admission to college, and helped them raise nearly $175,000 in scholarships. Currently she is at the University of Hyderabad in India as a Rotary Ambassador Scholar studying literature. Flynn, worked at North High School and also helped 34 seniors gain admission to college, with nearly $250,000 in scholarships awarded. 1999 Rebecca Welle ‘04 and Laura Olson ‘89 Trudy Marie (Kueker) married Michael Howard on May 26, 2006; they live in Woodbury, Minn. She is an RN, CCRN for Healthways and Healtheast. tmhoward@mm.com 2000 Rev. Melissa (Moyle) Pohlman, Minneapolis, was one of the presiding ministers at the daily worship on Aug. 7 at the ELCA Churchwide Assembly in Chicago. She is the presiding minister at Christ English Church in Minneapolis. Rebecca Welle ’04 (left) and Laura (Henning) Olson ’89 (right) took a break from volunteering around the city with Meals-onWheels to visit the Auggieasaurus in Murphy Square. They both work at ING in downtown Minneapolis. Becky is also the women’s assistant cross country coach at Augsburg. 30 AUGSBURG NOW Harry Ford, Brooklyn Center, Minn., is director of Emerge Villages. Its program, Fathers and Children Together (FACT), which provides transitional housing for custodial fathers and their families, received a Family Strengthening Award from the United Neighborhood Centers of America/Annie E. Casey Foundation. A 2005 Y Sara Baufield ’05 married Justin Sorby on May 5 at Holy Name of Jesus Catholic Church in Wayzata, Minn. Sara is currently pursuing another bachelor’s degree in early childhood development at Minnesota State University-Mankato. Justin graduated in 2004 from North Dakota State University and works as a grain merchandiser for Archer Daniels Midland. They live in Mankato, Minn. 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 33 2006 In Memoriam Emily Soeder, Washington, D.C., has been appointed an associate director in the White House Office of Presidential Speechwriting. For eight months, she worked for the assistant secretary in the Office of Legislation and Congressional Affairs at the U.S. Department of Education. During the summer she traveled to Haiti with a group working at an orphanage. Tungseth, Rev. Erling M. ’40, Cambridge, Minn., age 89, on July 21. Correction: In the summer issue’s note about Lauren Falk ’06 and her new business, Lauren B. Photography, her e-mail contact was omitted. You can reach her at laurenbfalk@aol.com. Waggoner, Sylvia (Haukeness) ’47, Seattle, Wash., on Oct. 3, 2006. Johnson, Wilgard “Will” ’57, Lexington, Ky., age 75, on July 25. Calderwood, David ’50, Birchwood, Minn., age 81, on Sept. 18, of cancer. SEND US YOUR NEWS AND PHOTOS Please tell us about the news in your life, your new job, move, marriage, and births. Don’t forget to send photos! For news of a death, printed notice is required, e.g. an obituary, funeral notice, or program from a memorial service. Send your news items, photos, or change of address by mail to: Augsburg Now Class Notes, Augsburg College, CB 146, 2211 Riverside Ave., Minneapolis, MN, 55454, or e-mail to alumni@augsburg.edu. You can also submit news to the Augsburg Online Community at www.augsburg.edu/alumni. Full name Maiden name Schmidt, David Has ’85, Phoenix, Ariz, age 47, on Sept. 27. Class year or last year attended Street address City, State, Zip Is this a new address? ❑ Yes ❑ No Home telephone E-mail Okay to publish your e-mail address? ❑ Yes ❑ No Employer Position Work telephone Is spouse also a graduate of Augsburg College? ❑ Yes ❑ No If yes, class year Spouse’s name Maiden name Your news: “Auggie is an action verb” t-shirts were worn by all first-year students on City Service Day. FALL 2007 31 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 34 VIEWS Auggie women who participated in sports prior to 1988, when athletic letters were first awarded to women, were honored with framed “A” letters at an event in September that celebrated 35 years of varsity women’s athletics at Augsburg. A maroon-letter day for Auggie women athletes by Augsburg News Service and Betsey Norgard September 28 was a special day for 78 Auggie women who competed in sports at Augsburg prior to 1988, the year in which the first athletic letters were awarded to women. They finally received their letters as well. The dinner that evening celebrated 35 years of varsity women’s athletics at Augsburg, as well as the rich history of women’s athletics prior to the Title IX era. In 1972 Augsburg’s varsity women’s basketball and volleyball teams were started, along with gymnastics and tennis. The celebration event started in the LaVonne Johnson Peterson Health and Physical Education Center, named for “Mrs. Pete,” the longtime instructor, women’s athletic director, and coach of the famed “Auggiettes” basketball team of the mid-1950s. Following dinner, current female student-athletes led a Parade of Champions from Kennedy Center to Hoversten Chapel, accompanied by a brass band. In a ceremony there, the alumnae received framed maroon A’s and a place in Augsburg’s sports history. Though the varsity era of Auggie women’s athletics began in 1972, there have been women’s College dating to the mid-1920s. From the 1940s to the 1970s, there were numerous intramural sports sponsored for women, including the Auggiettes basketball team. They competed in the Minneapolis Park Board league and compiled a 125-5 record in 15 seasons from 1950 to 1965. At Homecoming in October, the unbeaten Auggiettes team of 1956-57, celebrating its 50th anniversary, was honored with induction as a group into the Augsburg Athletic Hall of Fame. In an article printed in the Star Tribune following the celebration event, assistant athletic director Marilyn Florian ’76 recounted how, on her first day of classes at Augsburg, she asked then-athletic director Joyce Pfaff ’65 when volleyball practice would begin, assuming there was a team. Florian said Pfaff then started and coached a team, learning the sport as she went. “She knew we had talent and desire,” Florian said. “We just needed the opportunity and we’re all grateful we got it.” This was a sentiment echoed throughout the evening’s athletic festivities. For more about women’s athletics, go to www.augsburg.edu/athletics. Current female student-athletes led a Parade of Champions from Kennedy Center to Hoversten Chapel, where the alumnae athletes were honored and awarded athletic letters. 32 AUGSBURG NOW 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 35 CALENDAR For music information, call 612-330-1265 For theatre ticket information, call 612-330-1257 For art gallery information, call 612-330-1524 February 22–April 4 Augsburg Art Department Faculty Exhibition NOVEMBER Gage Family Art Gallery, Oren Gateway Center Reception: Friday, Feb. 22, 5– 7 p.m.  Artist talk: March, TBA November 30 Velkommen Jul Celebration 10:15 a.m.—Chapel Service, Hoversten Chapel 11 a.m.—Scandinavian treats and gifts, Christensen Center January 20 2008 Convocation Series 20th Annual Martin Luther King Jr. Convocation Ekwueme Michael Thelwell, “Visions of a Just Society: Dr. King’s Legacy” 1 p.m., Hoversten Chapel November 30–December 1 That All May Have Light 28th Annual Advent Vespers: A service of music and liturgy 5 and 8 p.m. each night Central Lutheran Church, Minneapolis For seating envelopes, 612-330-1265 JANUARY February 28-29 2008 Convocation Series FEBRUARY February 1-10 The Visit by Friedrich Durrenmatt; transl. by Maurice Valency Guest directed by Luverne Seifert ‘83 Feb. 1, 2, 7, 8 and 9 at 7 p.m. Feb. 3 and 10 at 2 p.m. Tjornhom-Nelson Theater January 11–February 22 Contemporary Native American Art Christensen Center Art Gallery Artist reception: Friday, Jan. 18 Artist presentation: TBA January 16–February 1   Augsburg Art Club Exhibition Student Art Gallery, Christensen Center February 29–April 4 Kelly Connole, Where the Sky Meets the Earth Ceramic installation  Artist Reception: Friday, Feb. 29, 5:30–7:30 p.m.  Artist Presentation: TBA (group show) Gage Family Art Gallery, Oren Gateway Center Reception: Friday, Jan. 18 Artist talk: TBA Barbara Harman: Prints, MixedMedia Drawings, and Artist Books Batalden Seminar in Applied Ethics “Reinhold Niebuhr for the 21st Century” Rev. Robin Lovin, Cary McGuire University Professor of Ethics, Southern Methodist University Feb. 28—7:30 p.m., Hoversten Chapel Feb. 29—10 a.m., Hoversten Chapel February 15-16 2008 Convocation Series Dr. Ned Hallowell Feb. 15, “Worry” 3:30 p.m., Hoversten Chapel Feb. 16, “CrazyBusy” Noon, Hoversten Chapel MARCH March 11-14 The Exception and the Rule by Bertolt Brecht, transl. by Eric Bentley Guest directed by Warren C. Bowles March 11, 12, 13 and 14 at 7 p.m. Foss Studio Theater FALL 2007 705384_CATALOG:705384_CATALOG 11/20/07 7:22 PM Page 36 Our college in the city Augsburg has gone through dramatic changes over the past three years, including new turf on the football field and the addition of the Kennedy and Oren Gateway Center buildings, which have given the College a new look from the air. Photograph by Stephen Geffre. 2211 Riverside Avenue Minneapolis, MN 55454 Non-Profit Org. U.S. Postage PAID Minneapolis, MN Permit No. 2031
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Title: Augsburg College Interim Catalog, 2002
Collection: Course Catalogs
Search Result: ......................2 Options ......................4 Visiting Students ................5 About This Catalog................. 5 Calendar ........................6 Interim Courses ...................7 Lifetime Sports ...................36 Interim Abroad .................. 38 Other Courses ...
Show more ......................2 Options ......................4 Visiting Students ................5 About This Catalog................. 5 Calendar ........................6 Interim Courses ...................7 Lifetime Sports ...................36 Interim Abroad .................. 38 Other Courses ...................39 Introduction Introduction to Interim The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The College is changing its calendar next year to a 4-4 calendar so January Interim 2002 will be the last opportunity to take an Interim course. Freshmen are required to take an Interim course their first year. All other current students are expected to complete the two interims required for graduation. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration and will be charged WEC tuition $1321 per course credit and a $25 technology fee. If they do so, they may petition to take an additional 1.0 course credit in Weekend College for winter trimester. Augsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Betty Wade, afirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg College, 221 1 Riverside Ave., Minneapolis, M N 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <wadeb@augsburg.edu>. Options International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 38. Some courses have early registration deadlines. Internships deadline-Friday, December 7. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent studylresearch or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,844 for the Interim course plus a $25 technology fee. Students interested in registering for an Augsburg Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2002 November 13 to December 1 January 3 . . . . . . . . . . Interim registration ..........................First day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4 . . . . . . . . . . . . . . Last . day to register or add a class January 7 . . . . . . . . . . . . . . . . . . . . . . .Last day to drop a class without notation on record January 16 ..................... Last day for determining grading option with registrar January 16 .........Last day for withdrawing from courses January 2 1. . . . . . . . . . . . . Martin Luther King Day-no class January 25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 29. . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 1 . . . . . . . . . . . . . . . .Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 to 11:45 a.m. (Note:on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15-5:00 p.m. Note: Martin Luther King Day-no class For More Information For more information contact Barbara Pappenfus in the Interim Office at 612-330-1 150. h f e Drawing ART 247-J Instructor: John McCaffrey A study of undraped figures for art students and non-art students. The figures will be depicted with a variety of drawing media. Students will study form, structure, skeletal and surface anatomy, proportion, rendering techniques, and composition. There will be a $45 fee to be paid on the first day of class Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Tme: I Room: Old Main 17 /Topics: Watercolor Painting: Art of the French Table ART 300-J Instructor: Tara Christopherson A !r' Aim What Arles cafe seated Van Gogh on the yellow chair he immortalized? What Provencal traditions produced the inspiration for Cezanne's still life, Fruit Bowl, Glass and Apples? How did the region's pottery and glass artisans influence the dramatically modern Leger and Picasso? The wallpaper in Matisse's tableau, Harmony in Red-did it hang in his studio on the outskirts of Nice? And FragonardProvencal romantice, what perfumes from his native Grasse inspired his flower-filled paintings? In this course, students learn transparent watercolor techniques and experience the art of the French table by painting on location-subject matter, conversation, locations, and traditions that inspired masters. For more information, contact Prof. Tara Christopherson, 612-330-1232. Maximum Enrollment: 15 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman dLm The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about two weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The institute offers laboratory facilities, oceangoing research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, and (4) final exam. Prerequisite for BIO 140: Any one of the following courses or their equivalents-BIO 101, 102,103,113, 114, or consent of instructor. BIO 340:(l)field and laboratory records, (2)personal journal, (3)quizzes at Marine Institute, (4)written report of the research project, and (5)final exam. Prerequisite for BIO 340: BIO 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2,500 (includes airfare, all ground transportation, housing, and meals while at the institute). Contact the instructor for details. Prerequisite: See Above Maximum Enrollment: 12 Time: II Room: Science 225 Rhe Biology of Aging BIO 185-J Instructor: Bob Herforth With the aging of the Baby Boom generation, interest in, and research on, the biological basis of the aging process has taken on an air of urgency, compared with an earlier more leisurely approach. This course surveys functional changes which occur in the body with age and diseases associated with aging, such as osteoporosis, Alzheimer's disease, and cardiovascular disease. The major theories that have been proposed to explain what causes aging will be presented, including findings on the cellular and genetic basis of aging. Attention will also be focused on the results of attempts to slow the aging process in experimental animals and humans. Prerequisite: None Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 /personal Finance BUS 240-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. Evaluation: Quizzes and exams. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Foss 43 Responding to the Challenge of Japan BUS 368-J Instructor: Steven LaFave This course provides an examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be based on a paper, two 20minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or minoring in international business or any field of business administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of the instructor Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 25 Time: I Room: Old Main 29 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze Age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used everyday come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle, for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, six quizzes, six reflection papers, six lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: II Room: Science 315 States of Maiter (.50 Credit) CHM 114-J Instructor: Joan Kunz CHM 114 provides an overview of the main states of matter, examining the laws governing the behavior of gases, liquids, solids, colloids, and solutions. The course connects chemical theory and models of matter with real world behavior and application. CHM 114 is a required transitional course for students needing one year of general chemistry who enter at the CHM 105 level and intend to take CHM 116 in the spring. CHM 106 will not be offered in the spring of 2002; all students needing two semesters of general chemistry must take either CHM 1151116 or CHM 10511141116. Prerequisite: CHM 105 Time: I Room: Science 212 Introduction to Computer Science and Communications CSC 160-J Instructor: Charles Sheaffer This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Tune: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Grading will be based on examinations and programming assignments. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: II Room: Sverdrup 202 School and Society EDC 480-J Instructor: Joe Erickson -l'l~iscrmrse will rxanainc. the rr~lcof schools and ducatinn in two cultures: the United States and Nicaragua. Participants will have an opportunity to see how these two contrasting cultures and social systems view the role of schools within their societies. Every system of learning has both opportunities and defects. Those in leadership roles within each system make choices about how to educate. The goal of the course is to enhance participants' understanding of the role of teaching and learning within a society, both in the formal elementary and secondary educational systems and in non-formal educational structures such as adult literacy campaigns. For more information, contact Prof. Joe Erickson, 612-330-1647. Prerequisite: Sophomore-standing education majors & completed PPST & admitted to the education department Liberal Arts Perspective: Social World 1 or 2 Graduation Skill Requirement: Writing (If taken in conjunction with EDC 200.) Time: WEClDay 1 Topics: Live Theatre Here and Abroad: The Best of Two Worllds ENG 282-2 Instructor: Ron Palosaari & Darcey Engen W f/F , ~ I London, an exciting city to visit, has the best live theatre in the world. MinneapolisISt. Paul is one of the best places for drama in America. We will spend 10 days enjoying London theatre, nightlife, and cultural opportunities. Then we will return and study Twin Cities theatre, which has its own strengths. Students will also be assigned several museums and art gallery visits, hear guest speakers that will include directors, actors, and stage managers. Our course will be especially good for those students who want to travel abroad but are looking for a shorter or less expensive trip. Any interested student, however will find this course a rich educational experience. For more information, contact Prof. Ron Palosaari, 612-330-1005, or Prof. Darcey Engen, 612-330-1549. Prerequisite: None Liberal Arts Perspective: Aesthetics Topics: Investigating the Victorian Thriller ENG 282-D ENG 482-D Instructor: Dallas Liddle This course will study the phenomenon in 19-century Britain of the popular novel of suspense, mystery, and terror. From Frankenstein early in the century to Dracula at its end, the nightmares imagined by novelists of Great Britain have continued to interest and horrify readers throughout the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood, and Wilkie Collins were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes, and the villains (as one reviewer remarked) seemed like people the reader might meet at dinner. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that the politer genre of domestic fiction could hardly hint at including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life, industrial poverty, and empire. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Foss 20 Topics in History: Minnesota History HIS 195-J Instructor: Bill Green This course will cover the early racial, ethnic, political, and economic history of Minnesota, focusing on the Ojibway and Dakota, the explorations of the French and British, the U.S. territorial era, and statehood. We also will look at how European immigration impacted Minnesota, and how the rise of various political movements influenced the governance of the state. Prerequisite: None Maximum Enrollment: 25 Time: I Room: Old Main 23 Dance (men only) (0.5 course credit) HPE 232-M Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I- 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232-W Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I - 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Instructional Materials & Methods in Health Education HPE 390-J Instructor: Eileen Uzarek This course will cover principles and methods of instruction applied to health education(5-12). Emphasis upon teachingllearning strategies and student assessment. Development and delivery of lessonslactivities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver, and assess health education lessons in a "real"c1assroom. Evaluationlgrading is also based upon the completion of a "technology project:' resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 25 Time: I Room: Melby 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff 1'1 e>m Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,500, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce I Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, 612-330-1247; no smoking is allowed; basic swimming skills; Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 27 Paideia Seminars INS 255-J Instructor: Anne Kaufman Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars, and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Old Main 18 Topics: I've Been Working on the Railroad INS 268-J Instructor: Noel Petit An overview of the history, technology, economics, and future of railroading in the United States. Includes visits to rail and transportation facilities here in the Twin Cities as well as a rail trip to Chicago on Amtrak to experience intercity and commuter rail systems. Designed to give the student an understanding of the significance of this hidden part of the U.S. economy. The student will learn how significant Minnesota has been in the development of rail systems where we are going in this growing industry. We will have a special emphasis on the development of the towns of the Midwest. Students will complete four papers (one each week) and present their paper to the class (with multimedia images and videos) each week. Students will critique each presentation. Trip Fee: $300. Note: This fee will be placed on your student account when you register for this course. Prerequisites: Effective Writing English 111 Maximum Enrollment: 25 Liberal Arts Perspective: The City Graduation Skill Requirement: Speaking Time: I Room: Sverdrup 201 Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson & Lynda Olson This course introduces students to the nature of work, and its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self-discovery learning activities, visits to Twin Cities businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options, complete a portfolio of reflections, exercises and selfassessments, and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: II Room: Lindell 16 Native American Storytelling INS 332-J Instructor: Sophia Jacobsen 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 learn how the art of storytelling is integral to story content. Liberal Arts Perspective: Aesthetics or Intercultural Awareness 1 Maximum Enrollment: 25 Time: II Room: Music 23 Topics: The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy INS 495-C Instruclor: Stu Stoller This intensive experience in contemporary Czech culture and society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central Europe. Students will reflect critically on how their own life experiences have shaped their perspectives in the world, and how this differs from people in other countries. During week one, there will be excursions and field trips that will explore the environs of Olomouc and study the history, culture, art, and architecture of the Czech Republic. Week two will focus on the Czech Republic's recent membership of NATO. Students will study the roots of the divisions of modern Europe, the concerns of the Czech government as it approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the excommunist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values, which underlie these new economic initiatives. For more information contact Stu Stoller at 612- 330-1772 Applied Algebra MAT 105-J Instructor: Su Doree Concepts of linear, exponential, logarithmic, and other models with an emphasis of applications to the social and natural sciences, business, and everyday life. Prerequisite: Math Placement Group 2 Maximum Enrollment: 25 Time: I Room: Sverdrup 1 I ' Math of lnterest MAT 173-J Instructor: Nick Coult Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Math of lnterest MAT 173-K Instructor: Ken Kaminsky Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 108 I Topics: Sounds and Sights of Europe w M U 5 179-J Instructors: Roberta Kagin & Gabe Gabrielsen d m\,/I ' I ' h i ~cnlirse provides an opl~nrtiir~ity t1-r visit sonw of tlw F Great Eurclpeau c~~ltural ccfilers that ~~rovidcd the impctits f i l l I development of cultural life in the New World. For more information you may call Prof. Roberta Kagin, 612-330-1273. Liberal Art Perspective: Aesthetics Maximum Enrollment: 15 Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: Ned Kantar An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, written assignments, exam, and a group project. For non-music majors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: II Room: Music 3 . Skills of Music Theatre MUS 235-J THR 235-J Instructors: Sonja Thompson & Darcey Engen Music-theater exists in every culture, stemming from the basic human impulse to dance, sing, and express oneself. Come join theatre professor Darcey Engen and music professor Sonja Thompson as we explore this interdisciplinary art form, and assist you in developing your own performance skills. In addition to memorizing, analyzing, and performing your own scene from an opera, operetta, or a musical, you will also be introduced to music-theater from China, Japan, India, and other cultures. The course includes writing and research, class discussion and exercises, improvisation, and small and large group instruction. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December and appropriate material will be assigned. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 Time: I Room: Sateren Auditorium Beginning Norwegian I NOR I l l - J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main 26 The Philosophy of Socrates PHI 231-J Instructor: David Apolloni We shall examine the historical and intellectual background of Socrates and what our sources allow us to say about his person and teachings. We shall clarify and critically examine Socrates' key teachings: that virtue is a form of knowledge and that all virtues are somehow one; that evil is ignorance; whether or not virtue can be taught; that it is impossible for wrong doer to be happy; and that being a citizen requires obedience to the state's laws, even if that means accepting one's own death. There will be take-home written assignments and weekly quizzes. Prerequisite: None Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: I Room: Old Main 13 Existentialism PHI 370-J Instructor: Bruce Reichenbach We begin with the philosophical background of Existentialism in Kierkegaard, Nietzsche, Husserl, and Heidegger. We then consider what it is to be beings-in-theworld by focusing on central themes such as freedom, absurdity, guilt, despair, paradox, risk, and the presence and absence of God in the philosophical and literary works of individuals like Sartre, Camus, Kafka, Beckett, and deBouvoir. Prerequisite: One prior course in Philosophy Maximum Enrollment: 25 Time: I Room: Music 22 Introduction to Space Science PHY 320-J Instructor: Ken Erickson This course provides 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). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: Phy 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Environmental and River Politics POL 241-J Instructor: Joe Underhill-Cady We live and work on the shores of the largest river in North America. It is the reason the Twin Cities are located where they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem. Of late in cities across America there has been "a return to the river," and in this class we will be doing the same. The river stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power and beauty of the natural world, and there is much to be learned from studying it. Using the Mississippi as the focus, this course looks at the changes in thinking about the relationship between humanity and the natural world, as the relationship has been expressed in literature, law, science, religion, political philosophy, and popular culture. Particular attention will be paid to legal and cultural conceptions of the natural world, including the ideas of property and ownership. We will explore the distinction between wilderness and civilization and the political function of the line dividing those two realms. We will cxplott. the ~bivorlhrt>ughthc cycs and cxpcrienccs c b f those whv have wr-rkerl ancl lived their lives along il, anrl through sitc visits to Incatio~lsalong thc river, speakers in class, nnd on the Internet. S!~tdentswill t~avi.iln opportui~ity to explow thcir own inttresrs in tl~criver through i n d i v i d u a l projects, ranging rrom boat building, lo Inhlying at the Stutc Ct~pital,In rhe vnrinlrs Mississippi Honds, tn river wolcl~yand "green consumerism." There will bc o p p o r t u n i l i e s to work will1 Incrll river-relatctl groups 011 thasc projccts,'~h~.ou~liont thc coursc s ~ t ~ d e nwill t s he encousngctl to drcnm, and to worlc o t ~talcing that vision and ~ i ~ a k i nit gn i.e:~li~y, in building wip port lor n projccr, in netwnrlritls, in hilvinp, palicnce, in fclllnw ing rhrouph, in working hartl, R I I ~ at ! tlir enrl, 11;lving sornr~l~i~ig concrete to show for thtir effilrrs. T11esc pmjcc~s can h~ B j~rtjtntypcfor the f ~ ~ t ~pt ur ~ r s r ~nf i l a vnratiori lo cnntribute lo thc*jrworld in whntcvor wny one is celled to tic1 SO. Liberal Arts Perspective: Social World 1 or 2 Graduation Skill: Critical Thinking Maximum Enrollment: 25 Time: I Room: Old Main 25 Understanding Asian America: The Politics of Identity POL 282-J Instructor: Andrew Aoki This course focuses on Asian Pacific Americans (APAs) and thcir chilnging p o s i l i o n in Amcrican socie~y,Innking a t history ns ~ c l as l contcinpnr:lry ile\~cloymcnls. L l x n ~ i ~ i n c s Elnw hltAs hnvc hccn idcn~ificdhy olliers, ar~rlhow Asian An~cricar~s itlcntify thcrusrlvcs. Will Al+'ir fi~llnwa "'racial" pailern Isii~~ibr to Al'laicnnAmcricarts), or will they follow nn "eihnic" pattern (similar lo I'uropean Arnoricans)? Tc, what cxtcrit rrrill those not nf E u r o p c a n dcqccnt be sccn as part CII the mainstream rather than the margins? These questions are relevant not just for APA affairs, but also for the larger social changes that are sweeping America at the beginning of the Science and Religion J .9. -- 7 - REL 374-J Instructors: Larry Crockett & Mark Engebretson For somc in our sncicty, scie~lccir t l ~ driving c enainc ofa l)cttcr, inore scclrre l i f t i ~ n dthe hasis h r a philosopl-ty of life. I:or n~hers, scici~ura nrl irs assaciatecl ~cchnologieq,n long wit11 its inviratinn tn hecomc n glnbal wnrltlview, constilcitc a gl-nvc tlircal. Smne Cl~rislinnspart irulnsly iccl thrcntencrl by science. Tlris coarse will adclrcss ~ h c s rlnatters in two ways. Firs!, it will I~cginwiih a historica! nvcrview nS tlie relatioi~s bstwecn scicncc and tllc Chrisiinn f6~itll, empl~wsizills~lircc periods: he clrigins o f the Clrrisiian faith, thu clevcl~ipmentof "morlern" sciencc ant! ~~~cclianistic ~diilrrsal~liy, and thr recvilluat ion [tf scicncc anil natulnchirr Ihc 201h rcnt~rry.Scconci, it will stlldy systematically the wnrlctvictm of scicncc and religion to see how they compare. Class tilnc will hc tlivirlud ,lmnng a variety of artivitics including lectures, wliolc class tlisctrssicms, snlall Rruilp IU rorials, arrrl an oxtended simtr Intion cxercisu in dcvclnpirrg a space cillol~y,itlrawitig from thr ide;is rlcvclopcll in ihr coiirse. (hurse cv:tluatic~nwill I>c hnsurl un two sl~ortexams, participation in small group tutorials based on assigned readings, a group project presentation, and a major synthesis paper based on the group project and course materials. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 30 Time: II Room: Science 205 Topics: Heaven, Hell and the End of the World: Interpreting Biblical Apoca!yptic Liferature REL 490-J Instructor: Philip Quanbeck I 1 This course is a study of the apocalyptic literature of the Bible with emphasis on the book of Daniel in the Old Testament and the book of Revelation in the New Testament, as well as apocalyptic themes elsewhere in the New Testament, such as the letters of the Apostle Paul. The apocalyptic literature of the intertestamental period will also be examined. This course will also address the legacy of apocalyptic literature in the history of Christian thought and experience including an examination of contemporary apocalypticism. This will include the role of biblical apocalyptic imagery in art, literature, film, and popular culture. Coursework will include group presentations, two exegetical papers on biblical texts, and a final project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 1 or 3 Maximum Enrollment: 25 Time II Room: Old Main 25 Cultures of Violence SOC 290-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Old Main 13 Topics: The Sociology of Social Movements SOC 295-J Instructor: Lars Christiansen Scores of social movements have shaped and challenged the social, political, and economic institutions of the United States. Many of these protest movements seek to change the established social order; some seek its defense and preservation. This course offers the sociological study of social movements in the United States within the last two centuries. We will explore important question such as: Why do people engage in protests at certain times, while at other times reamin silent? Why are people willing to risk their lives to create social change? How do social movements form, and what causes their decline? Is the use of violence an effective means of establishing social change? We will address these and other crucial questions through a systematic study of several social movements including labor, civil rights, feminist, environmentalist, and anti-global capital movements. Prerequisite: Soc 121 or permission of professor. Maximum Enrollment: 25 Time: II Room: Old Main 29 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Prerequisite: None Maximum Enrollment: 16 Time: I Room: Science 123 Exploring Human Services SWK 257-A SWK 257-B Instructors: Glenda Rooney & Francine Chakolis Experiential learning occurs as students volunteer 60 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to introduce the fields of practice in social work and to help students explore a possible major in social work or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Field Work I: Integrative Seminar SWK 307-A SWK 307-B Instructor: Curt Paulsen & Joe Clubb Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Introduction to Dance (0.0 credit) THR 002-T HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Each class includes a rigorous physical warm-up, mixing yoga, pilates, and modern dance. Graduation Skill Requirement: Lifetime Sport Prerequisite: None Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Sateren Auditorium Modern Dance/lmprovisation THR 004-J HPE 004-J Instructor: Sandra Agustin Students will learn various phases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Sport Prerequisite: THRIHPE 002 or instructor's permission. Maximum Enrollment: 15 Time: 1:OO-2:00 M, T, W, Th, F Room: Sateren Auditorium Skills of Music Theatre THR 235-JIMUS 235-J Instructors: Sonja Thompson & Darcey Engen See course information listed under MUS 235-J. Resources for Youth and Family Ministry Y FM 201-J Instructor: Nancy Going The Twin Cities are home to many youth and family organizations and parachurch ministries. This course in an unbelievable opportunity to visit many of them, and to get to know many of the creative people who have conceived and given shape to significant resources for the church. In addition, students will have hands-on opportunities to review and use the printed, music, media, and Web resources that are shaping ministry in the church today. Finally, students will learn a process for planning, and develop their presentation skills by providing leadership for a two-day retreat. Retreat costs: $30. We will pool transportation for site visits and the retreat. Prerequisite: REL 111, 221, or 331 Maximum Enrollment: 25 Time: II -January 3, 4, 7 - 11, 17, 18, 22, & end with retreat on January 23-24 from 9:00 a.m. on January 23 to 8:00 p.m. on January 24. Room: Sverdrup 1 Peer Ministry: Principles and Leadership YFM 232-J Instructor: Lyle Griner Students will be instructed 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 listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 15 Time: 9 a.m. - 11:30 a.m. on January 3,8, l0,22, & 24; and 9 a.m. - 5 p.m. on January 14, 15, 16 & 17 Room: Sivertsen Lifetime Sports The following activities are available to students during Interim, and students may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. Lifetime Sport: Badminton/Pickleball HPE 002-B Instructor: Brian Ammann Practice and playing of badminton and pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Melby Gym-northlsouth courts Lifetime Sport: Ultimate Frisbee HPE 002-F Instructor: Paul Grauer Practice and playing of ultimate frisbee. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sport: Golf HPE 002-G Instructor: Brian Ammann Practice in the various shots used in the game of golf. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 16 Time: 1:00-2:00 M, T, W, Th, F Room: Air Structure Introduction to Dance HPE 002-T/THR 002-T Instructor: Sandra Agustin See course information listed under THR 002-T. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Satern Auditorium Modern Dance/lmprovisation HPE 004-JTTHR 004-J Instructor: Sandra Agustin See course information listed under THR 004-J. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 1:00-2:00 M, T, W, Th, F Room: Satern Auditorium Interim Abroad UMAIE SPP 201-J Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following - courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454,612-330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. Africa e5 the Middle East African Stories: Philosophical Ideas in Literature Crossroads Africa: Arts and Culture in Morocco The Natural History of Tanzania Australia and the South Pacific Sustainable New Zealand: Ecology, Economy and Society Australia: The Economy and its Social Context Europe Introduction to Peace and Conflict Studies: The Northern Ireland Context The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy Tltr 13rrcqlish Srlrard nnrl l:rrt~riiy:A Cot?~parrrtiveStudy in Nirt', Id~*tlr), and Paris Frct~rhI,nri,vra,qc rrrtd Culrr~n~ ?t~~errnl?rli~rrr .'ipnrrisi~C n ~ r g i r g rrrlrri Ctrl/rri-cin Southern Spain Live Theatre In and Around London The Lost Generation: Americans in Paris Spain: The Influence of a National Culture on Organizational Practices Theatre in England Watercolor Painting: Art of the French Table The European Union in the 21st Century Latin America and the Caribbean School and Society . Other Interim Abroad Courses HECUA Development and Community in Bangladesh ACTC Peace and Conflict Resolution in Northern Ireland ACTC Creative Writing Workshop at Hamline: Transforming Genres Course will carry upper division English credit Instructor: David Mura David Mura will teach the ACTC 2002 advanced creative writing course at Hamline University. His topic will be "transforming genres." Mura, a poet, creative nonfiction writer, critic, playwright, and performance artist, will encourage students to write in one genre to explore shifting their work to another genre. The total class size will be limited to 2-3 recommended students from each college. Prerequisites: Eng 226, or other introductory creative writing course, and recommendation of the creative writing faculty. To apply for this course, contact Professors Cass Dalglish and Doug Green. Maximum Enrollment: Three student writers from each of the ACTC colleges. Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. Inside Washington 2002: Academic seminars Politics and the Media Politics, Power, and the Presidency January 6-1 8, 2001 Pol 398-A(l.O Credit) January 2002 marks the end of President Bush's first year in office and the beginning of the race for the congressional midterm elections that may mean a party switch in the House or Senate. Much is also at stake at the state level as numerous gubernatorial races may determine who will run for president in 2004. Many retirements and new seats as a result of reapportionment and redistricting means that the political deck is being reshuffled. Who will be advantaged? What are the likely outcomes? What main forces will be at play? How will President Bush's policy agenda affect the political landscape and what role does the media play in the political and policy games of Washington, D.C.? Inside Washington 2002 is an exceptional opportunity for students to step into the fire of politics and gain a unique insight into these and many other issues. Through site visits, tours, briefings, and lectures, politicians, media personalities, policy makers, and scholars will take students on a behind-the-scenes journey through the halls of power. Don't miss this special opportunity to go inside Washington! The first week, "Politics and the Media:' will examine how the relationship between politicians and the media shapes political news. The second week, "Politics, Power, and the Presidency:' will explore the first year of the Bush Administration, and the influences that affect the public policy agenda of any new presidential administration. For further information about the program see Professor Hedblom in Memorial Hall 117A, call her at 330-1197, or email: hedblom@augsburg.edu.There are four scholarships available to cover registration and tuition costs based on priority in registration through the political science department.
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Title: Augsburg College Interim Catalog, 2000
Collection: Course Catalogs
Search Result: AUGSBURG ...................... Introduction .................... Options Visiting Students 2 -4 ................5 Calendar ........................6 .................5 ...................7 Lifetime Sports ...................48 Interim Abroad ..................49 Other Courses ........
Show more AUGSBURG ...................... Introduction .................... Options Visiting Students 2 -4 ................5 Calendar ........................6 .................5 ...................7 Lifetime Sports ...................48 Interim Abroad ..................49 Other Courses ...................52 About This Catalog Interim Courses Contents Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change; and students should check with the instructor to verify the final costs. Students are required to complete at least 33 course credits for graduation. This course total must include two Interims for students who enter with fewer than 14 courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or consult the registrar for the number of Interim courses required. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration but will be charged day school tuition $1630 per course credit. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Lora Steil, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <steil@augsburg.edu>. Options . International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 45. Some courses have early registration deadlines. Internships deadline-Friday, December 10. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent study/research or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4-1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,630 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Ofice of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2000 November 15 to December 3 January 3 . . . . . . . . . Interim . registration . . . . . . . . . . . . . . . . . . . . . . . . .First . day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4. . . . . . . . . . . . . Last day to register or add a class or cancel a class without a notation January 14 . . . . . . . . . . . . . . . . . . . . . Last day for determining grading option with registrar January 14 . . . . . . . . . Last day for withdrawing from courses January 17. . . . . . . . . . . . Martin Luther King Day-no class January 27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 31 . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 4 . . . . . . . . . . . . . . . . Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15 p.m.-5:00 p.m. Note: Martin Luther King Day-No class For More Information For more information contact Barbara Pappenfus in the Interim Office at (612) 330-1150. Calendar Calligraphy I & II ART 106-J ART 306-J Instructor: Philip Thompson Development of calligraphic writing and drawing skills with emphasis on the broad-edged pen. Attention given to the historical development of calligraphy and the elements of design through readings and demonstrations. Class time and assignments center on proactive calligraphic concepts with special attention given to foundation, italic, gothic, and uncial styles. Three original projects are required and evaluation is based on quality of work plus participation and growth factors. Upper division students are required to complete examples in three historical writing styles plus an expanded project. Required materials: text, pens, ink, ruler, and mat board. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 15 Time: I Room: Old Main 4 Life Drawing ART 247-J Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in various settings for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee of $45 to be paid on the first day of class. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about 2 112 weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The Institute offers laboratory facilities, ocean-going research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) a final exam. Prerequisite for 6'10 140: Any one of the following courses or their equivalents - BIO 101, 102, 103, 113, 114, or consent of the instructor. BIO 340: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) written report of the research project, and (5) final exam. Prerequisite for BIO 340: 810 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2500 (includes airfare, all ground transportation, housing and meals while at the institute). Contact the instructors for details. Prerequisite: See Above Maximum Enrollment: 12 Time: I1 Room: Science 212 Laboratory Biochemistry BIO 368-J Instructor: Karen Ballen 'I'his ct~i~rsc is a n in trot1 uution l o tech~iicl~ius c o m ~ n o n l yt~sccf in bincIic.misiry. '1~chriic1~1c.s includc (1,111 not li~llitcdto): ~ I . o w i n extrac~iun,dialysis, spectl-c.~phatomct ry, S13S p01yair.ylamicle gel ciect rophorcsis, inn txchnngc cIll.clrn;~tclgl.alIhy, Prerequisites:2.0 in 810 367 Maximum Enrollment: 12 Time: I Room: Science 212 Advanced Computing for Business MIS 370-J Instructor: Jim Kattke Objectives are to learn concepts underlying creation of Web pages and business communication via the Internet. Use of relational databases for advanced queries, forms, and reports. Basics of event-driven programming for solving business related problems. Students will complete three major projects and a few minor assignments. The course requires significant effort on projects and constant access to a computer. Cooperation with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness to exercise exceptional effort in learning the tool. Prereqttlsit~s:MiS 175, CSC 170, consent of the instruct06 or Math Placement Group 3 Mnxltr~~nrr Fnrollmant: 20 Time: I1 Room: Lindeli 16 Personal Finance BUS 295-J BUS 495-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. BUS 295: quizzes and exams. BUS 495: all of the above plus some assigned case problemslpapers will be required. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Time: I1 Room: Foss 43 Chemistry for Changing Timer CHM 100-J Instructor: Arlin Gyberg This course is developed from the perspective of a person living in a modern, high-technology society such as the United States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically and non-organically grown food, chemical dependency, licit and illicit drugs, the energy crisis, and the debates about sources of energy, the green house effect, and nuclear waste storage, pollution, genetic engineering and much more. Many of these problems are chemical in nature. Thus, in learning about chemistry, via lecture and in-class discussion, we can begin to understand ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the score of total points on the daily quizzes. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used every day come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers found in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, 6 quizzes, 6 reflection papers, 6 lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: I1 Room: Science 315 Introduction to Computer Science and Communications CSC 160-J Instructor: Larry Ragland This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 15 Time: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Evaluation will be done on 10 programming assignments, two to three quizzes and a final project. Grading is done by combining the weighted grades of all assignments and quizzes. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: Ii Room: Sverdrup 202 Computer Science Topics: Computer Science: An Alternative Scheme One and Two CSC 273-J/373-J Instructor: Charles Sheaffer This course is especially intended for students with no prior exposure to programming in particular or computer science in general. It will be a laboratory intensive, self-paced course using the Scheme programming language. We will introduce an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit from exposure to the alternative paradigm represented by the Scheme language and will acquire a concrete understanding of how these important concepts are actually implemented in real languages and machines. Students will be evaluated based on a series of programming projects. CSC is a continuation of CSC 273. Graduation Skill Requirement: for CSC 373, Critical Thinking Prerequisite: CSC 273. none; for CSC 373, CSC 273 or consent of the instructor Maximum Enrollment: 20 Time: I1 Room: Sverdrup 205 Economics of Urban Issues ECO 110-J Instructor: Ed Sabella Study of economic implications of the many problems facing a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination, education, etc. Basic microeconomics tools of analysis will be developed in class. This is a basic course designed for those students who do not plan to major in economics, business administration, accounting, or MIS. Three objective examinations. Liberal Arts Perspective: The City or Social World 1 or 2 Maximum Enrollment: 15 Time: I1 Room: Science 319 Principles of Macroeconomics ECO 112-J Instructor: Satya t? Gupta The objectives of the course are to give students fundamental principles of macroeconomics; national income analysis, monetary and fiscal policy, and international trade. Simple applications will be used. Students will take tests every week and grades will be based on tests, participation in class and problems solved. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 15 Time: I Room: Old Main 16 Practicum and Seminar in Special Education EDU 491-3 Instructor: Susan O'Connor A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Students must complete designated hours of fieldwork as well as written and reading assignments. Prerequisite: EDU 282, completion of courses for special education minor; or consent of instructor. Maximum Enrollment: 9 Time: I1 Room: Sverdrup 4 Economics I American Dialects: Differences and Attitudes ENG 219-J Instructor: John Schmit Because language plays an important role in our socialization, the way we speak tells others who we are and with whom we identify. Our speech is a reflection of our social and economic standing and our cultural background. In this course we will explore the ways in which both personal and group identities are reflected by the ways in which we speak. We will examine a number of American varieties of English and will attempt to describe the rules by which these varieties operate. Class sessions will include brief lectures, student presentations, and student-led discussions. In addition to presenting a topic, students will write a paper on the presentation topic and take a final exam. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I1 Room: Old Main 29 Theatre In and Around London ENG 269-J Instructor: Ron Palosaari The purpose of this course is to study live theatre in London and Stratford. For more information, contact Prof. Ron Palosaari, (612) 330- 1005. Topics: Introduction to Asian American Literature ENG 282-L ENG 482-L Instructor: Joan Thompson In an essay about multicultural American literature, Walter J. Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture opens new vistas both into the exterior world and into the human heart." This course will explore some of these vistas through readings and discussions of nonfiction works, poetry, short stories, a play, and a novel by Asian American authors. Some ideas the writers take as subjects through their art include definitions of an Asian American voice, explorations of cultural and individual identity, visions of community, and coming of age. Class sessions will include discussion of the historical and social contexts that influence the writers studied. In addition to the reading, students will view at least one Asian American film and possibly attend a relevant performance or reading. Course grades will be based on reading journal, a short paper, a final exam, class attendance, and participation. Upper division students will read an additional novel and write a research-based paper on it. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I1 Room: Old Main 11 English I Topics: Investigating the Victorian Thriller ENG 282-0 ENG 482-0 Instructor: Dallas Liddle This course will study the phenomenon in 19th-century Britain of the popular novel of suspense, mystery, and terror. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860s, however, popular novelists including Charles Dickens, Mary Braddon, and others were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes. These novels drew intense public scrutiny by raising issues that the more polite genre of domestic fiction could hardly hint at, including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal An3 Perspective: Western Heritage Maximum Enrollment: 25 Time: I1 Room: Foss 20 Topics: Cinema and Sexual Identity ENG 2824 Instructor: Doug Green What does cinema reveal about how the 20th century has thought about sexuality?How do cinematic images affect our sense of our own sexual identity? This topics course in English examines films from the early years of cinema to the present in order to explore depictions of and cultural assumptions about sexual identity. We will, moreover, consider the impact of these images on audience perceptions and expectations, including those of the self. We will pay special attention to the various images and constructions of homosexual as well as heterosexual identity in English-language cinema, especially Hollywood movies, and in some silent and foreign films. Taking Celluloid Closet as a point of departure, we will consider how film affects sexual minorities in the audience as well as in film production. There will be short readings on sexuality and film. At each class there will be a full or partial film screening, followed by small-group and whole-class discussions. We may go to one or two films offcampus as well, so students should be prepared to buy tickets; these out-of-class screenings may not be at the regular class time. There will be at least one typed journal entry due at each class period. The class will meet from 1-5 p.m., Monday through Thursday of the first two weeks of Interim; 1-5 p.m., Tuesday through Thursday of the third week; and 1-5 p.m., Monday through Thursday of the last week. Grading will be based on the completion and quality of all journal entries and on class/film attendance, preparation, and participation. Students missing more than two classes/films and/or two journal entries may not pass the course. All grades are PIN option only (i.e., 2.0 is required for course credit). Prerequisite: ENG 111 Liberal Arls Perspective: Human Identity Maximum Enrollment: 25 Time: I1 Room: Old Main 16 English Topics: Contemporary American Poetry ENG 282-P ENG 482-P Instructor: John Mitchell This course provides an introductory survey of contemporary American poetry by poets whose works have come into prominence since World War I1 or mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations of selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given and two interpretive papers about three to five pages in length will be assigned. For upper division credit, the student will also read and give a written class report on a book that discusses contemporary poetry or a contemporary poet; this choice, based upon recommendation, must be approved by the instructor. Prerequisites: for 482-R lntro to Literature or consent of instructol: Maximum Enrollment: 15 Time: I Room: Old Main 29 Quantitative Journalism: Computer Assisted Reporting and Research ENG 347-A Instructor: Cass Dalglish and Boyd Koehler This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. Such inquires will employ contemporary computer-based information searches coupled with data-driven quantitative assessment of a public issue of current concern. Students will prepare projects of publishable quality for presentation and critique. The course is designed for persons wishing to explore the use of computer-assisted research for their particular information development interests as well as those preparing to enter the communication professions. Prerequisites: Eng. 225 or Eng. 227, or consent of instructors. Math Placement Group 3. Graduation Skill Requirement: Ouantitative Reasofling Maximum Enrollment: 15 Time: T; Th 6-9 p.m. and Sat 1:30-4:30 p.m. Room: Sat, Lindell Library 16; T; Th Sverdrup 204 Senior Honors Seminar: Hispanic Christianity Along the Border HON 401-J Instructor: Margaret Madsen An introduction to denominations with a special focus on Hispanic communities along the US.-Mexican border. Liberal Arts Perspective: Christian Faith 3 or Intercultural Awareness 1 Time: I Room: Sverdrup 208 - Enalish Dance (men (0.5 course HPE 232-M Instructor: Mary Ewert-Knodell Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Time: 1- 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232- W Instructor: Mary Ewert-Knodell Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Time: 1 - 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20 Room: Melby Gym - center court Prevention and Care of Athletic Injuries (0.5 course credit) HPE 275-J Instructor: Missy Strauch Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. Note: HPE 232 and HPE 275 can be taken simultaneously. Prerequisite: HPE 114 or equivalent Maximum Enrollment: 24 Time: 1- 1/5,1/6,1/7,1/10,1/1I, 1/12,1/13,1/14,1/19,1/21,1/24,1/25,1/26 Room: Melby 119 Instructional Methods: Materials in Health Education HPE 390-J Instructor: Patty Murphy This course will cover principles and methods of instruction applied to health education (5-12). Emphasis upon teaching1 learning strategies and student assessment. Development and delivery of lessons/activities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver and assess health education lessons in a "real" classroom. Evaluationlgrading is also based upon the completion of a "technology project", resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 20 Time: I Room: Melbv 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff + Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,300, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN Health & Physical Education I ONLY. Applications may be picked up from the office of Joyce Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, (612) 330-1247; no smoking is allowed; basic swimming skills Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) 20th-Century South Asia HIS 162-J HIS 462-J Instructor: Don Gustafson This Interim experience is designed to look at the area of South Asia (primarily India) that is home to one-fifth of the people of our world. We'll use novels, films, some standard historical writings, and current South Asia periodicals to consider the impact that colonialism, nationalism, and various phases of modernization have had on this old, honored, and traditional culture. We'll read the marriage ads and talk about social structure, consider the spot at Ayodhya that has prompted Hindus to massacre Muslims, think on the Christlikeness of a Gandhi, and perhaps have time to note one or two of the contemporary religious phenomena. Looking at South Asians helps us to see ourselves in a fuller perspective. The course will include the usual pedagogical devices of lectures, discussions, some short reaction papers, and tests (including a final). Students enrolling for upper division credit will be expected to have at least one prior college history class, to complete a paper or project beyond the regular assignments, and to be tested apart from lower division students. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 13 Topics in History: The Great Men of 20th-Century Europe and Their Myths HIS 195-J Instructor: Sheldon Anderson This course examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Woodrow Wilson and the Versailles Treaty after World War I, Neville Chamberlain and the appeasement of Adolf Hitler at the Munich Conference in 1938, Joseph Stalin's agreement to sign a nonaggression pact with Hitler shortly before World War 11, Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies, and Reagan and Gorbachev's diplomacy as the communist systems of Europe fell from 1989-1991. The course will focus on the popular myths that have developed about these leaders and these conferences. Maximum Enrollment: 25 Time: I Room: Sverdrup 20 Topics in History: Early Minnesota History, 1849- 1900 HIS 195-1 Instructor: William Green This course will examine the political, economic, and social history of early Minnesota. The course will study life in Minnesota among the Ojibway and Dakota peoples, through the fur trading period which witnessed French, English, then American settlements, through the territorial period (18491858), and finally statehood. Maximum Enrollment: 25 Time: I Room: Foss 20 Remembering the 20th Century HIS 440-J Instructor: Jacqueline de Vries As the millennium approaches, everyone-artists, politicians, gossip columnists, historians-seems to have some opinion about the waning 20th century. What has this century wrought? The last hundred years have left a great many contradictions: two global wars that destroyed millions of lives and swept away governments, but brought economic development; the decline (and recovery) of established religion; the rise (and collapse) of a messianic faith in communism; great increases in standards of living while famine and child labor persist; technological breakthroughs that put teachers in space and AK-47 rifles in the hands of children; new freedoms and new forms of exploitation. In this course, we will together attempt to make sense of the 20th century. Please note that while the course will examine major events and developments of the century, it will not offer a narrative history, nor will it be exhaustive. Instead, it will explore a variety of possible interpretive frameworks to help us better understand where our grandparents have been and where we are today. Rather than relying exclusively on (sometimes dry) textbooks, we will explore the century through a variety of personal narratives, both written and oral, and reflect on the shaping of both individual and collective memory. Course materials will include several monographs and novels, films, photographs, and guest lectures. Students will complete three five-page papers, one of which will be an interview with their oldest living relative. Maximum Enrollment: 25 Time: I1 Room: Old Main 13 Paideia Seminars INS 120-J Instructor: Anne Jensen Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars; and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Foss 43 Technically Speaking INS 21 1-J Instructor: Esther McLaughlin Do you enjoy talking about science and technical topics, but just can't find an audience? We'd love to listen! Through a series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on your oral presentation skills in a variety of formats, learn to effectively organize a speech, prepare visual aids, and listen to and learn about other science topics and science policy from your fellow scientist. Prerequisite: One year of an introductory-level science course Graduation Skill Requirement: Speaking Maximum Enrollment: 16 Time: I1 Room: Science 205 Interdisciplinary I Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 30 Time; I Room: Old Main 27 Topics: Minnesota Indians INS 495-J Instructor: Eric Buffalohead This course will examine the experiences of the Dakota and Ojibwe in Minnesota from the time of contact to the present situation of both tribes. Each group's history and experiences will be studied and compared to see how each group has done since the time of contact. Major historical events will be examined as well as significant events important to each group. Students will learn how changing federal policy affected the two groups and how each of the groups has dealt with things such as assimilation, termination, and/or relocation. Other topics to be covered include health, education, welfare, treaty rights, and economic opportunities. The main text will be Indians in Minnesota by Judith Rosenblatt (ed). The students will be expected to demonstrate understanding of major issues through written exams and research projects/presentations. Upper division students will be expected to do more comprehensive research. Maximum Enrollment: 20 Time: I1 Room: Foss 21 Topics: A Civil Rights Immersion: Experiencing History INS 200-J INS 300-J Instructor: Garry Hesser & Joseph Young During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the first two weeks, we will seek to develop a basic understanding of race relations in the U.S. through readings, visiting lecturers, videos, learning from each other, and the MLK, Jr. event on January 17. Then, this intentionally diverse class will board a bus for an intense, study-travel journey to Little Rock, Memphis, Birmingham, Montgomery, Atlanta, Nashville, and Chicago, the places where history was made and the museums that chronicle those times. We will meet with and interview participants in these critical events, as well as actively engage one another in dialogue and collaborative learning. The course objectives include learning about the history and sociology of race and ethnic relations in the U.S. gaining insights from persons and places that mark the "turning points" of the 1950s and 1960s, documenting our personal and group experiences so that our insights and understanding can be shared with the Augsburg community and others, and increasing our skills for cross-cultural collaboration and dialogue. Upper and lower division: students obtaining upper division credit will complete a research paper on a specific topic related to the course, including an annotated bibliography with a minimum of 20 resources. Cost estimate: $500, plus the cost of meals for 10 days (with scholarships available, based upon need-contact Garry Hesser at 330- 1664) Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2 Maximum Enrollment: 20 Time: I Room: Old Main 23 **Note: All participants will go on a bus tour beginning Monday, January 17, and ending on Wednesday, January 26. Interdisciplinary I Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson and Lynda Olson This course introduces students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options; complete a portfolio of reflections, exercises, and self assessments; and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Old Main 25 Management Information Systems (MIS) See listing under Business, pg. 9. Finite Mathematics MAT 121-J Instructor: Anthony Dunlop How can an industry comply with air quality standard at the smallest possible cost? Did you know that one of the first applications (other than gambling) of probability theory was in genetics (on the question of whether the recessive genotypes would eventually die out)? How do we build the most cost-effective telecommunication network of satellites given the cost factors between pairs of satellites?In Finite Math we'll study the topics that give the answers to these questions: linear programming, counting and probability, and graph theory. Finite Math is for students in Math Placement Group 3 or higher who need a Quantitative Reasoning course. Class will be a mix of lectures and small group work. Evaluation will be based on class participation, quizzes, and exams. Prerequisite: Math Placement Group 3 Graduation Skill Requirement: Quantitative Reasoning Math Elective for MIS major; economics major Maximum Enrollment: 22 Time: I Room: Science 108 Math of Interest MAT 173-J Instructor: Christopher Schwartz Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Mathematics 1 Modeling and Differential Equations MAT 247-J Instructor: Rebekah Valdivia In Modeling and Differential Equations, we will cover a range of mathematical topics with emphases on mathematical modeling, differential equations, and numerical methods. We'll see connections between mathematics and "real world" problems and get a feel for applied mathematics. We will discuss a variety of applications in class, and students will have opportunities to select applications of interest. Modeling and Differential equations is a must for anyone considering majoring in Applied Mathematics and is strongly recommended for students majoring in Physics or Chemistry. It is also for anyone considering majoring or minoring in Mathematics. Evaluation will be based on participation, quizzes, projects, and a final exam. Prerequisite: MAT 146 Calculus I1 or equivalent Maximum Enrollment: 22 Time: I Room: Foss MAC Beginning German I GER I l l - J Instructor: Don Steinmetz This course is for students with no previous background in German. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding German culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 20 Time: I Room: Old Main 10 Beginning Norwegian I NOR I1 I-J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 20 Time: I Room: Old Main 26 S anish and Latin-American Culture T rough Film I: SPA 248-J Instructor: Roman Soto An introduction to the main cultural and political issues (social conflicts, sexism, race, ethnicity, religion, language, exile, or immigration) that characterized contemporary Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the viewing of films and class discussions, the course is complemented with brief readings and audio-visual materials on the historic, literary, and social aspects that contribute to the background of these films. Most of the films are in Spanish with English subtitles, and all the class work is in English. The evaluation is based on class participation; brief weekly, writing assignments; and a short term paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 20 Time: I1 Room: Old Main 23 Modern Languages I + Topics: Sounds and Sights of Europe MUS 179-J Instructor: Roberta Kagin This course provides an opportunity to visit some of the Great European cultural centers that provided the impetus for development of music in the cultural life in the New World. For more information, contact Prof. Roberta Kagin, (612) 330-1273. Topics: Sounds and Sights of China MUS 295-S Instructor: Robert Karlen + Music, art, and architecture, as expressions of Chinese culture over its 5,000-year history, will be examined, studied, and experienced in four of the most important cities of China. For more information, contact Prof. Robert Karlkn, (612) 3301266. Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: 0. Nicholas Raths An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance project. For non-music majors. Liberal Ads Perspective: Aesthetics Maximum Enrollment: 30 Time: I1 Room: Music 3 Introduction to Music Theatre Performance MUS 235-J/THR 235-J Instructors: Sonja Thompson and Darcey Engen Music-theater exists in every culture, stemming from basic human impulses to dance, sing, and express oneself. Join theatre professor Darcey Engen and music instructor Sonja Thompson to discuss this interdisciplinary art form, and develop your own basic skills of music-theater from China, Japan, India, and other cultures. Course includes writing and research, class discussion and exercises, small and large group participation, memorization, and performance. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December so that appropriate material can be assigned to them. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: I Room: Sateren Auditorium Topic: History of Caribbean Music Studied in Miami and Jamaica t MUS 2 9 5 4 Instructor: Robert Stacke Miami and Jamaica are considered the centers of Caribbean music, where composition, recording, and world distribution take place. The goal of this 19-day seminar is to examine and reflect on historical, socio-political, and religious aspects of Caribbean music. For more information, contact Prof. Robert Stacke, (612) 330-1271. Liberal Arts Perspective: intercultural Awareness 1 Maximum Enrollment: 30 Music I The Mysticism of Meister Eckhart PHI 295-J Instructor: Mark Fuehrer A study of some of the key texts of the great mystical philoso- pher, focusing on the idea of detachment from worldly affairs and the union of the soul with God while in this life. Students will be expected to prepare brief written analyses of the assigned readings and present two essays of Eckhart. Seminar format. Graduation Skill Requirement: Writing Maximum Enrollment: 15 Time: I Room: Old Main I1 Science, Technology, and Values PHY 117-J Instructors: Mark Engebretson and Bruce Reichenbach This course will focus on contemporary problems that arise from our developing technological capacities. We will consider problems such as the causes and effects of global warming; depletion of the ozone layer; social, economic, and ethical concerns in pollution cleanup; agriculture, pesticides, and genetic effects; the prospects and problems of genetically engineering both our foodstuffs and humans, and the urban implications of developing a light rail system. To get a satisfactory grasp on how to approach these problems, we will first explore what science and the scientific methods are, how science (knowing) relates to technology (doing), the structures used for ethical evaluation, and the resulting interactions among the three. Grading will be based on two tests and a major project. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 40 Time: I Room: Sverdrup 205 Topics: Physics in Science and Fantasy Fiction PH Y 220-J Instructor: J. Ambrose Wolf This course deals with physics aspects in movies as well as in science fiction and fantasy fiction literature on a conceptual level. We will explore scenes and settings in which physics plays an important role and also learn to discern if they are physically correct or not. This will also expand the awareness of physics in everyday life, where it is encountered and how it works. The math component of this course will be minimized in favor of a better grasp of the concepts and thought processes involved. Various scenes from movies and excerpts from literature will be presented, after which the physics connection and understanding will be explored in discussions. The weekly papers will cover one of the topics discussed in class during that week; the long-term paper will cover a general topic from physics in everyday life and bibliographic research. Students' papers and reviews will also be discussed class. This course is designed for those students who do not plan to major or minor in physics. Grading will be based on active participation in class discussions, three (approx. weekly) short papers involving draft and peer review (final paper and review graded) and one long paper including a draft version corrected by the instructor. Prerequisite: Effective Writing, Math Placement Group 2 Graduation Skill: Writing Maximum Enrollment: 18 Time: I1 Room: Science 108 Physics -. I Introduction to Space Science PH Y 320-J Instructor: Ken Erickson This course provides 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). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: PHY 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Social Justice in America POL 140-J Instructor: Andrew Kurvers Spalding Students develop and defend their own standards of social justice, using those standards to assess conditions in urban America. Substantial participation in class discussions required. The course has two goals: developing student thinking about social justice, including greater awareness of conflicts between justice and other values; and increasing student ability to understand urban problems as issues of justice and other central values. Evaluation will be based on participation in discussion and other class activities, on two short (4-6 page) papers and on a final exam. Because of the compressed time frame of the Interim schedule and the importance of material covered on the first day of class, no one will be admitted to the class who does not attend the first day of class, unless receiving prior permission of the instructor. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I1 Room: Old Main 18 Global Peace and Justice: Focus on Northern Ireland POL 295-J Instructor: Joe Underhill-Cady The course will examine the political, social, and psychological roots of international conflict and current efforts at preventing and resolving bloodshed and oppression. We will use the class as an opportunity to prepare for the 2000 Peace Prize Forum, which will cover topics of the conflict in Northern Ireland. The course will begin with a study of a range of theories used to understand international conflict- including power politics, psychological and cultural theories, Marxism, liberalism, and feminism. Readings will include historical and fictional treatments of the conflict in Northern Ireland, and we will view some films related to the topic, including The Crying Game. The class will also involve the use of simulation and role-playing of international negotiations to give students a feel for the difliculties and complexities of dispute resolution. Maximum Enrollment: 20 Time: I1 Room: Old Main 26 Topics: Women in Comparative Politics: Daughters or Stepdau hters: Russian "Women on the Eve o the Millennium" 9 POL 195-J POL 359-J Instructor: Nadezhda Shvedova An overview of the situation of Russian women today. The course will combine discussion and lecture on the situation of women in Russia. Shvedova, a leading activist on women's issues as well as an educator, will provide the distinctive perspective of her experience as a Russian woman. The course will cover women in the economy, politics, in the mass media, Political Science I etc. There will also be attention to issues such as women's struggle to gain real equality and a voice in society, violence against women, and the impact of Russia's economic crisis on women. There will be two or three short papers, plus a longer (10-12 page) paper at the end of the term. Readings will be taken from books and articles. Maximum Enrollment: 25 Time: I1 Room: Old Main 27 Principles of Psychology PSY 105-J Instructor: Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Evaluation will be based on means of two tests and two lab reports. Liberal Arts Perspective: Human identity Maximum Enrollment: 25 Time: I1 Room: Old Main 10 Psychology and Law PS Y 335-J Instructor: lVancy Steblay Application of psychological principles and research methodology to legal processes and issues. The course emphasizes three content areas: eyewitness issues (such as lineup and interview procedures), courtroom procedures (jury selection, jury decision-making, pretrial publicity), and psychological profiles of offenders and victims. Grades will be based on exams and one paper. Prerequisite: PSY 105 Maximum Enrollment: 25 Time: I1 Room: Old Main 25 Peer Ministry: Principles and Leadership REL 232-J Instructor: Lyle Griner Students will be instructed 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 listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111 or 221 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 40 Time: Jan. 10-13, 9:00 a.m.-5:00 p.m. and Jan. 4,6,18,25,27, 9:00 a.m -1 1:30 a.m. Room: Murphy Place 100 The Lutheran Heritage REL 345-J Instructor: Mark Tranvik Beginning with Martin Luther, this course will study the main themes and figures of the Lutheran tradition. Class time will include field trips, discussion, and lectures. Exams, student participation, and papers will be the basis for evaluation. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Music 22 Religion Theology of Death and Dying REL 390-J Instructor: John Benson This will be a multidisciplinary course, using materials from biology, psychology, sociology, history, world religions, and Christian theology proper. It will also be ecumenical, since some of our theological material will come from Roman Catholic as well as Protestant sources. Religious traditions regarding death and the afterlife will be studied, and various ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will become acquainted with the field of mortuary science, the hospice movement in the United States, and current medical practices related to the terminally ill. Daily lectures, discussions, quizzes, and written assignments will be the format. Grades will be based on class participation, two tests, and oral presentation of a research project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Music 23 Varieties of Christian Spirituality REL 440-J Instructor: Janelle Bussert A study of selected spiritualities from the Christian tradition and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality, especially prayer and meditation. Evaluation methods include quizzes, experiential journals, class presentation, and a final paper. Prerequisite: Religion 11 1, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I1 Room: Murphy Place 11 1 Exploring Human Services S WK 257-1 S WK 2 5 7 4 Instructors: Mary Lou Williams and Lois Bosch Experiential learning occurs as students volunteer 80 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Topics: Child Welfare Social Work and the Law S WK 295-J Intructor: Tony Bibus This course will introduce students to social work practice in the area of child welfare with special focus on the relationship of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet with key policy makers, observe court procedures, and discuss practice and legal issues with child welfare social workers and possibly with families and children as well. There will also be opportunities to compare child welfare laws and practice in the U.S. with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of securing safety and nurturing children while preserving their ties to their family will be examined. We will also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze the dynamic interplay of societal values, power, politics, facts and myths as they manifest themselves in child welfare laws; they will begin to form their own positions regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be in the form of assessments by instructors and students of the major paper or project completed for the course. Prerequisite: Social work majors or permission of Instructor Maximum Enrollment: 20 Time: I1 Room: Sverdrup 20 Field Work I: Integrative Seminar S WK 307-J Instructor: Mike Schock Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small-group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Social Work Field Work Ill SWK 466-1 (variable 1.0 credit or 0.5 credit) Instructor: Maria Dinis This is a continuation of Field Work 11; a total of 60 (for the 0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups, and communities in a social service agency. Integrative weekly seminar (two hours). Students will be evaluated by: (1) weekly theorylpractice papers integrating course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation. Prerequisite: SWK 462 Maximum Enrollment: open Time: I (class will meet in small groups, no more than 11 at a time) Room: Old Main 21 Human Community and the Modern Metropolis SOC 21 1-J Instructor: Gordon Nelson This course will examine the extent to which the experience of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for a class presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class participation and a final examination will be the basis for evaluating performance in the course. Liberal Arts Perspective: The City Maximum Enrollment: 25 Time: I Room: Music 24 Topics: Cultures of Violence SOC 295-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence?What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Maximum Enrollment: 20 Time: I1 Room: Sverdrup 206 Sacialaav Topics: Discrimination, Harassment, and Communication SPC 295-J Instructor: Robert Groven If you keep sending poems to an old flame at work, are you harassing them? If your boss tells racist jokes at a bar after work, are they guilty of discrimination? Why are neo-Nazis allowed to march through Jewish neighborhoods, but they aren't allowed to hurl racial insults at co-workers? Discrimination and harassment are in the headlines regularly, but most people don't know what they really mean. What kinds of communication constitute discrimination or harassment and why? This course covers all forms of illegal discrimination including gender, race, disability, religion, and sexual orientation. It focuses on the legal approach to discriminatory communication, but also examines the reactions of employers, employees, and organizations generally. This course uses the "case method" teaching approach, where many specific examples are studied to produce general conclusions. The course involves role-playing, game-playing, debate, and writing. Course work includes a few short papers, one project, and one test. Maximum Enrollment: 20 Time: I Room: Old Main 18 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Maximum Enrollment: 16 Time: I Room: Science 123 Introduction to Dance (0.0 credit) THR 002-T/HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Graduation Skill Requirement: Lifetime Sporl Maximum Enrollment: 15 Time: 12:OO-1:00 M, T j W Th, F Room: Sateren Auditorium Modern Dance/lmprovisation (0.0 credit) THR 004-UHPE 004-2 Instructor: Sandra Agustin Students will learn various phrases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Spolt Maximum Enrollment: 15 Time: 12:OO-1:00 M, T j W Th, F Room: Sateren Auditorium introduction to Music Theatre Performance THR 235-J/MUS 235-J Instructors: Sonja Thompson and Darcey Engen See course information listed under MUS 235-1. Topics: Crossing Borders, Bridging Cultures An Interdisciplinary course in Norway for Students in Social Work and Education January 6 - 27, 2000 EDC 495-P/S WK 295-P Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or Susan O'Connor Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health and welfare services to children, youth, and families. Students may take one of two separate but parallel tracks: "Winter Recreation Programs with Children and Youth" or "Social Work, Child Welfare Work, and Education." Lectures, field study and practicum experience will introduce students to the content and context of professional practice in Norway as well as the unique Norwegian system of folk high schools. All classes will be taught in English and will contain both U.S. and Norwegian students. Cost: $2465, which includes roundtrip airfare from Minneapolis to Trondheim, Norway, all meals, lodging, program expenses, and course tuition. UMAIE SPP 201-J 3- Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. *Advanced Spanish Language and Culture in Argentina 'Br~irrttitigC;~tt~rrln in Germany "I,'oitvogi~i,q C,'tdtrrres in Mexico's Yucatan Peninsula Interim Abroad *Egypt in Transition *In the Footsteps of the Crusaders: from Jerusalem to Malta *The Many Faces of Japan *Poets and Their Places: Ireland's Literary Landscapes *Psychology and the International Workplace in Britain *The Rhine Frontier: On-Site Cultural History at the Heart of the European Union Other Interim Abroad Courses HECUA "Environment, Economy and Community in Guatemala *Development and Community in Bangladesh ACTC Creative Writing Workshop at Augsburg College Locating Yourself in the World Through Poetry Course will carry upper division English credit Instructor: Roseann Lloyd This course gives advanced writing students new ways of expanding their range in poetry. Students will develop their range by intensive writing practice-poems in many forms: lyriclnarrative poems, section poems, monologues, prose poems, political poems. Students will keep a Voices Journal, collecting language around town. In addition, each student writer will conduct an interview of an older person and make poems from that interview. The class texts focus on poetry that observes the world, poetry grounded in a particular culture, such as Five Fields, by Gillian Clarke, Touching the Fire: Fifleen Poets of Today's Latino Renaissance, edited by Ray Gonzalez. Evaluation will take into account the completion of process/exercises, class attendance, and a final portfolio. This is an upper division class for writers who are committed to their own writing and have already completed an introductory creative writing class at the college level. Each ACTC college may send three writers to the course, on the recommendation of the creative writing faculty. To be considered for enrollment in this course, contact Cass Dalglish, (612) 3301009, or Roseann Lloyd, (612)330-1423,before registration. Time: Monday through Thursday 12:OO-4:OOp.m. Fridays will be used for extra conferences, interview time, and group work. Room: Anderson 100 ACTC Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. The Washington Center 2000 Academic Seminars Campaign 2000 January 3-14, 2000 POL 398-A This is a two-week intensive session held in the heart of the United States government that will focus not only on the new millennium but on the beginning of a new presidential campaign. In the two-week session, the following will be the primary focus: Campaign Politics, and The Media Pursuit of the Presidency The Washington Center is offering the above two topics for the session. Augsburg students must register for the whole two-week session in order to receive credit (January 3-14). Credit is available from the political science department for this program. The course is a passlno credit course based on participation in program activities including site visits, small group seminars, and journals. For further information about the program, contact Prof. Underhill-Cady in Memorial Hall 112b or at (612) 330-1312, or by email: <cady@augsburg.edu>. There are five scholarships available to cover registration and tuition costs based on priority in registration through Prof. Underhill-Cady's office. Other Courses I
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